Technology-Based versus Face-to-Face Instruction with Special Education Students

Autor/in	Campobasso, Antigone G.
Titel	Technology-Based versus Face-to-Face Instruction with Special Education Students
Quelle	(2022), (66 Seiten) PDF als Volltext Verfügbarkeit D.Ed. Dissertation, University of St. Francis
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-2099-0118-1
Schlagwörter	Hochschulschrift; Dissertation; Grade 6; Students with Disabilities; Learning Disabilities; Suburban Schools; Elementary School Students; Conventional Instruction; Educational Technology; Technology Uses in Education; Teaching Methods; Mathematics Achievement; Reading Achievement; Educational Legislation; Federal Legislation; Equal Education; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; School year 06; 6. Schuljahr; Schuljahr 06; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	The purpose of this study is to determine if there was a difference in the level of student achievement among sixth-grade students who were eligible for entitlement services under Individuals Disabilities Education Act (IDEA) with Specific Learning Disabilities (SLD) who received instruction using technology assisted techniques versus those who were taught using traditional techniques. This study was conducted in a diverse Chicago suburban elementary school, which is made up of four communities within a medium-sized district in Illinois. In this quasi-experimental quantitative educational study was to determine if there was a difference in the level of student achievement among sixth-grade students who were instructed using traditional face-to-face instruction versus technology-based instruction. The control group for this study consisted of sixth-grade students enrolled during the 2019-2020 school year who were taught using the traditional methods (lectures, textbooks, and worksheets). The experimental group for this study consisted of sixth-graders who were taught using technology methods (PowerPoints, technology programs and videos). Data collected to measure student achievement included results in reading and mathematics on NWEA MAP assessment tool. The scores in math and reading of the students in sixth-grade from the district studied demonstrated results that showed statistically significant differences in growth scores between those students' technology-based instruction versus face-to-face instruction with special needs students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01