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The purpose of this study was to examine the effects of using computer software to store, graph, and analyze student performance data on teacher efficiency and satisfaction with curriculum-based progress-monitoring procedures. Subjects were 20 special education teachers of mildly and moderately handicapped pupils; teachers were assigned randomly to a computer-assisted or a paper-and-pencil monitoring group Teacher efficiency in using the monitoring procedures was observed twice during a 3-month implementation period. In the first phase, all teachers used paper-and-pencil procedures; in the second, 10 teachers continued to use paper-and-pencil procedures while 10 teachers used computer-assisted monitoring procedures. Teacher satisfaction was assessed once at the completion of the study. Analyses of variance indicated that computer assistance was associated with a decrease in efficiency but an increase in teacher satisfaction. Implications for practice and additional research are discussed.
Fuchs et al. (1987) studied this question.