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The effects of an interactive televi...

Bowes, Kathleen A.

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The effects of an interactive television environment on the learning preferences, attitudes, and academic achievement of fifth- and seventh-grade students in a social studies and science classroom.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The effects of an interactive television environment on the learning preferences, attitudes, and academic achievement of fifth- and seventh-grade students in a social studies and science classroom./
Author:	Bowes, Kathleen A.
Description:	230 p.
Notes:	Adviser: Marilyn Campbell.
Contained By:	Dissertation Abstracts International62-11A.
Subject:	Education, Sciences. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3032152
ISBN:	0493448101

The effects of an interactive television environment on the learning preferences, attitudes, and academic achievement of fifth- and seventh-grade students in a social studies and science classroom.
Bowes, Kathleen A.

The effects of an interactive television environment on the learning preferences, attitudes, and academic achievement of fifth- and seventh-grade students in a social studies and science classroom. - 230 p.

Adviser: Marilyn Campbell.

Thesis (Ed.D.)--Wilmington College (Delaware), 2002.

Forty 5<super>th</super> and thirty-seven 7<super>th</super> grade students participated in the study. There were treatment and control groups at each grade level. Groups were randomly assigned as intact classes.

ISBN: 0493448101Subjects--Topical Terms:

1017897
Education, Sciences.

The effects of an interactive television environment on the learning preferences, attitudes, and academic achievement of fifth- and seventh-grade students in a social studies and science classroom.
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020 $a 0493448101
035 $a (UnM)AAI3032152
035 $a AAI3032152
040 $a UnM $c UnM
100 1 $a Bowes, Kathleen A. $3 1256521
245 1 0 $a The effects of an interactive television environment on the learning preferences, attitudes, and academic achievement of fifth- and seventh-grade students in a social studies and science classroom.
300 $a 230 p.
500 $a Adviser: Marilyn Campbell.
500 $a Source: Dissertation Abstracts International, Volume: 62-11, Section: A, page: 3748.
502 $a Thesis (Ed.D.)--Wilmington College (Delaware), 2002.
520 $a Forty 5<super>th</super> and thirty-seven 7<super>th</super> grade students participated in the study. There were treatment and control groups at each grade level. Groups were randomly assigned as intact classes.
520 $a This study employed a quasi-experimental pretest-posttest design with nonequivalent groups. It explored the effect of using interactive television (ITV) as a learning tool in an elementary setting. The Self-Directed Learning Readiness Scale, which measures a student's learning preferences/attitudes toward learning, was used along with teacher mastery tests and an ITV evaluation survey. There were five research questions explored in the study: (1) What was the difference between the treatment and control groups with regards to learning preferences/attitudes as measured by the SDLRS-ABE? (2) What was the difference between the treatment and control groups with regards to academic achievement in science and in social studies as measured by teacher made mastery tests? (3) Was there a treatment-gender interaction for either the SDLRS-ABE or the science and social studies mastery tests? (4) What inter relationships existed among the SDLRS-ABE, science mastery tests, and social studies tests? (5) What did teacher evaluations of the ITV reveal?
520 $a There were a number of noteworthy findings. There was a significant difference (<italic>p</italic> = .025) between males and females on the social studies mastery test and a treatment-control difference on the science mastery test (p = .040). Also a moderate relationship was found between the SDLRS-ABE pretest (<italic>r</italic> = .433) and the SDLRS-ABE posttest (<italic>r</italic> = .420) and the fifth grade treatment group science grades and a moderate correlation (<italic>r</italic> = 0.546) between the social studies grades, and the SDLRS-ABE posttest for the fifth grade treatment group. The teacher evaluations of the ITV sessions indicated the importance of interactivity between the sending and receiving sites. Teachers felt that this interactivity was key to holding the students' attention and fostering learning.
590 $a School code: 1215.
650 4 $a Education, Sciences. $3 1017897
650 4 $a Education, Social Sciences. $3 1019148
650 4 $a Education, Technology. $3 1017498
690 $a 0534
690 $a 0710
690 $a 0714
710 2 0 $a Wilmington College (Delaware). $3 1021995
773 0 $t Dissertation Abstracts International $g 62-11A.
790 $a 1215
790 1 0 $a Campbell, Marilyn, $e advisor
791 $a Ed.D.
792 $a 2002
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3032152