Date of Award

Spring 5-2010

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Leadership and School Counseling

Committee Chair

Dr. David E. Lee

Committee Chair Department

Educational Leadership and School Counseling

Committee Member 2

Dr. Rose McNeese

Committee Member 2 Department

Educational Leadership and School Counseling

Committee Member 3

Dr. Ronald A. Styron

Committee Member 3 Department

Educational Leadership and School Counseling

Committee Member 4

Dr. Kyna Shelley

Committee Member 4 Department

Educational Leadership and School Counseling

Abstract

This research intends to contribute to the current literature available on the appropriate levels of utilizing Web 2.0 resources in the classroom, therefore, amicably submitting the study's results collaboration of a dynamic theoretical construct for pedagogy in the digital age. Educators must contend with and adapt to cognitive changes within their students. School leaders face existential questions regarding the role of the teacher, the role ofthe student, and the method by which these two partners interact. School administrators aware of the substantive challenge facing traditional methods of instruction should be able to provide professional development to teachers that would accurately identify the student of the 21st century as well as establish a framework from which to facilitate those pupils.

Based upon the social cognitive learning theory (Bandura, 1977, 1986, 1989, 1999, 2002) and upon the collaborative nature of Web 2.0 resources, the focus of this study was to determine whether there is a statistically significant relationship between level of Web 2.0 usage and self-reported student academic achievement among high school students. Participants included 291 Georgia high school students. The researcher developed and used a Web 2.0 and Student Achievement Questionnaire to gather data on an online site. The researcher obtained a response rate of 31%.

Regarding statistical findings, seven hypotheses were tested. Statistical significance was obtained pertaining to the amount of Web 2.0 usage and literature letter grade, and Web 2.0 usage and extracurricular activity participation. Ancillary findings suggested a stronger female use in Web 2.0 resources, as well as high extracurricular activity participation correlating with higher academic achievement.