東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

Blended eLearning Tools and Upper Elementary Reading Achievement.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Blended eLearning Tools and Upper Elementary Reading Achievement./
作者:	Tester-Smith, Angela D.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
面頁冊數:	144 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-09, Section: A.
Contained By:	Dissertations Abstracts International83-09A.
標題:	Educational technology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28970524
ISBN:	9798209880622

Blended eLearning Tools and Upper Elementary Reading Achievement.
Tester-Smith, Angela D.

Blended eLearning Tools and Upper Elementary Reading Achievement. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 144 p.

Source: Dissertations Abstracts International, Volume: 83-09, Section: A.

Thesis (Ed.D.)--Walden University, 2022.

This item must not be sold to any third party vendors.

Though researchers have demonstrated that adaptive practice software is an effective tool to use with primary grade students, they have not fully established the impact blended eLearning tools have on upper elementary students in a suburban school setting. The problem facing one southeastern state district was that their schools had selected different approaches to address declining reading scores, but the district had no systematic analysis of the chosen blended eLearning tools to determine an improvement in reading growth scores among all students. The purpose of this comparative quantitative project study was to determine the influence different blended eLearning tools, Reading Plus and IXL, had on Tennessee Comprehensive Assessment Program (TCAP) TNReady English Language Arts scores of Title I fourth grade students. Siemens's connectivism provided the theoretical framework for this study. Archival data from a southeastern school district were used to examine the influence Reading Plus, IXL, and a control group had on fourth grade TCAP TNReady reading scores. The convenience and purposeful sampling included 143 fourth grade students from three Title I schools. Analysis of a one-way ANCOVA indicated that Reading Plus had greater influence on reading scores of fourth grade students. A policy recommendation paper was created as a tool to guide stakeholders in making informed decisions about selecting adaptive software tools based on evidence-based practices. The results may add to the knowledge in the field of educational technology and may be used by elementary administrators, instructional coaches, and upper elementary teachers when selecting blended learning programs to support their literacy curriculum.

ISBN: 9798209880622Subjects--Topical Terms:

517670
Educational technology.
Subjects--Index Terms:

Adaptive software programs

Blended eLearning Tools and Upper Elementary Reading Achievement.
LDR:02956nmm a2200397 4500 001 2344476
005 20220523132508.5
008 241004s2022 ||||||||||||||||| ||eng d
020 $a 9798209880622
035 $a (MiAaPQ)AAI28970524
035 $a AAI28970524
040 $a MiAaPQ $c MiAaPQ
100 1 $a Tester-Smith, Angela D. $3 3683263
245 1 0 $a Blended eLearning Tools and Upper Elementary Reading Achievement.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2022
300 $a 144 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-09, Section: A.
500 $a Advisor: Tyrrell, Debra.
502 $a Thesis (Ed.D.)--Walden University, 2022.
506 $a This item must not be sold to any third party vendors.
520 $a Though researchers have demonstrated that adaptive practice software is an effective tool to use with primary grade students, they have not fully established the impact blended eLearning tools have on upper elementary students in a suburban school setting. The problem facing one southeastern state district was that their schools had selected different approaches to address declining reading scores, but the district had no systematic analysis of the chosen blended eLearning tools to determine an improvement in reading growth scores among all students. The purpose of this comparative quantitative project study was to determine the influence different blended eLearning tools, Reading Plus and IXL, had on Tennessee Comprehensive Assessment Program (TCAP) TNReady English Language Arts scores of Title I fourth grade students. Siemens's connectivism provided the theoretical framework for this study. Archival data from a southeastern school district were used to examine the influence Reading Plus, IXL, and a control group had on fourth grade TCAP TNReady reading scores. The convenience and purposeful sampling included 143 fourth grade students from three Title I schools. Analysis of a one-way ANCOVA indicated that Reading Plus had greater influence on reading scores of fourth grade students. A policy recommendation paper was created as a tool to guide stakeholders in making informed decisions about selecting adaptive software tools based on evidence-based practices. The results may add to the knowledge in the field of educational technology and may be used by elementary administrators, instructional coaches, and upper elementary teachers when selecting blended learning programs to support their literacy curriculum.
590 $a School code: 0543.
650 4 $a Educational technology. $3 517670
650 4 $a Reading instruction. $3 2122756
650 4 $a Elementary education. $3 641385
650 4 $a Educational evaluation. $3 526425
653 $a Adaptive software programs
653 $a Blended eLearning
653 $a Blended learning
653 $a Educational technology
653 $a Reading achievement
653 $a Upper elementary
690 $a 0710
690 $a 0443
690 $a 0524
690 $a 0535
710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertations Abstracts International $g 83-09A.
790 $a 0543
791 $a Ed.D.
792 $a 2022
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28970524