Employing Text Messaging as an Instructional Tool: Effects on Academic Achievement and Sense of Connectednes

This quasi-experimental, non-equivalent groups study investigated the effects of instructional text messages on the academic achievement and sense of connectedness of high school students enrolled in economics classes in north Georgia. Previous research on text messaging has shown that it (a) is the preferred method used by adolescents for communication, (b) increases student motivation to learn, (c) allows for ubiquitous learning, and (d) was found to be useful and acceptable by students. The Test of Economic Literacy, Fourth Edition was used to measure academic achievement, and the Classroom Community Scale was used to measure sense of connectedness. Results of the one-way analysis of covariance found a statistically significant difference in academic achievement with students receiving text messages scoring higher on the posttest than students not receiving text messages. Results of the independent samples t-test found no statistically significant difference in sense of connectedness between students who received text messages and students not receiving text messages, however, sense of learning was higher in the students who received the text messages. Further research needs to investigate the effects on academic achievement when sending instructional text messages (a) at different times of the day, (b) to students in special programs, and (c) to elementary and middle school students.