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Although computer games as a way to improve students' learning have received attention by many educational researchers, no consensus has been reached on the effects of computer games on student achievement. Moreover, there is lack of empirical research on differential effects of computer games on diverse learners. In response, this study empirically examined the effects of playing computer games on math achievement of 4th graders, with special focus on gender and language minority groups. The study used the 2005 National Assessment of Educational Progress (NAEP), a nationally representative database of the USA. The study performed regression analyses using more than 170,000 U.S. 4th-grade students by applying a proper weight and considering design effects to have high generalizability. The study specified three models for analyses: ELL Model, Gender Model, and Interaction Model. The results showed that English-speaking students who played computer math games in school every day displayed significantly lower math achievement than those who never played. Contrastingly, positive effects of daily computer use were noted among male students whose first language was other than English. Male language minority students who daily played computer games in math demonstrated higher math performance scores compared with their male English-speaking counterparts who never played. [ABSTRACT FROM AUTHOR]

This paper examines the long-term effect of enrollment in center- or school-based care programs on the academic performance of language minority students in the USA. The study applies a longitudinal multilevel analysis to a nationally representative database, the Early Childhood Longitudinal Study (ECLS-K). Of particular interest are the differential effects of the programs on the reading performance of language minority students compared with that of native English-speaking students. Language minority students are further divided into 2 groups according to Limited English Proficiency (LEP) status at kindergarten. Results indicate that kindergarten LEP students who regularly attended center-based programs from preschool through the 5th grade demonstrated a significantly higher reading score than those who did not. The study suggests an important potential benefit of arrangement of afterschool care programs for language minority students in the USA and other countries. [ABSTRACT FROM AUTHOR]

The study explored the relationship of self-concept and locus of control to science engagement and science achievement. Furthermore, the relationship of self variables with science engagement and science achievement was studied across ethnicity, gender, and socioeconomic status (SES). The data were accessed from the 3 waves of the National Education Longitudinal Study: 88 (NELS:88) to estimate both cross-sectional and multilevel longitudinal models. It was hypothesized that self-concept and locus of control would have a positive effect on science engagement and science achievement and that science engagement would affect science achievement positively. The results supported the theoretical formulations of the conceptual model and showed significant effects of self-concept and locus of control constructs on science engagement and science Item Response Theory (IRT) scores. Furthermore, science engagement showed a positive but small effect on science achievement, especially the time spent on science homework. The study supported earlier findings that the inclusion of non-ability factors improves the explanation and understanding of differences in science achievement. The study has implications for practice. [ABSTRACT FROM AUTHOR]

Purpose. Determine if recruitment methods are differentially related to the reach of a physical activity program in metro/urban vs. rural settings. Design. Cross-sectional survey. Setting. Kansas counties. Subjects. Ninety-four Cooperative Extension agents responsible for 102 counties. Measures. Promotional score, task force activity, and years of program delivery were assessed using a self-report survey. Reach was assessed for each county by dividing the number of participants by intended population using census data. Analysis. Rural/urban comparisons on reach were completed using a Mann-Whitney test. Multiple linear regression models were used to determine the relationship between independent variables and participation rate by setting type. Results. Metro/urban counties had lower mean participation rates than rural counties (z = -4.5; p < .001). In metro/urban counties, the regression on participation rate was significant (R² = .19; F = 4.09; p = .011), but only promotional score significantly contributed to the model (p = .003). In rural counties, the regression was also significant (R² = .34; F 6.64; p = .001), with task force activity and years of delivery making significant contributions (p = .001 and p = .01 7, respectively). Conclusion. Interpersonal methods may be more effective in recruiting physical activity program participants in rural settings, whereas using a greater variety of promotional methods may be more effective in metro/urban settings. [ABSTRACT FROM AUTHOR]