Abstracts
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Abstracts |
Volume 1 No. 2, Fall 2002 |
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Full article text may be downloaded and viewed using Adobe's Acrobat Reader, available for free download via Adobe's website. |
Students Produce with PowerPoint: Using Multimedia in High School Geometry Download Article (PDF)
Abstract: This research was conducted in two geometry
classrooms to determine whether the use of a multimedia instructional strategy
could increase learning. The
multimedia group used PowerPoint to make their presentations, while the
traditional group used the marker board, paper and pencil to make their
presentations. Observation, a
presentation rubric, and a focus group were used to collect data for this study. A total of 39 students from two geometry classes participated
in the study. Results indicated that both groups of students increased geometry
concept learning when they used both a visual and verbal explanation, rather
than a verbal explanation alone. The
multimedia group scored higher than the traditional group when they were given
ample time to learn how to use PowerPoint.
It was determined that students should be given an opportunity to give
both a visual and verbal explanation of geometry topics.
They should also be given enough time to learn the multimedia program
before using it. Another
implication is that teachers should group students who have little knowledge of
technology with more knowledgeable students and integrate technology across the
curriculum. The results of the study were presented to teachers in the math
department and administrators. A PowerPoint presentation was used to report the findings and
implications, and to display presentations make by the participants of the
study. Teachers were instructed on
how they could use the multimedia strategy in their classroom.
Influencing Book Selections of Elementary Students:
Abstract: The purpose of this study
was to examine the relative influence of exposure to a “book hook” (a brief
verbal description of a book) and the Accelerated Reading program on what
elementary students choose to read. The
study was conducted in an elementary school where the Accelerated Reader program
had been in use for several years. One
group of students was exposed to “book hook” presentations and a second
group was not. Both groups were
asked to prioritize a list of books in the order they would checkout the books
from the media center. The results
of this study indicate that both the use of the “book hook” and the
Accelerated Reading program did have an impact on the book selection process of
participating students.
Abstract: This study had two purposes.
The first was to determine the effect of one-on-one follow-up session(s)
on teachers' classroom integration of technology after attending InTech or a
school-sponsored course on technology basics.
Georgia InTech is a mandatory seven-day course teachers take to learn
about integrating technology
into the classroom. The second
purpose was to identify characteristics of these sessions that would improve
faculty development in technology application. The results of this qualitative
study were compiled from the information collected from surveys, interviews with
the participants about the activities, suggestions for improvement of the
course, observations of the teachers performing their activities, and casual
conversations with the participants who attended InTech or the technology course
taught by the researcher. The
results indicated teachers have a tendency to use technology more if they
receive one-on-one mentoring after attending a large-group faculty development
session. The researcher also gained
information useful in making improvements to existing tutorials and faculty
development sessions.
Increasing Student Achievement
Abstract: The purpose of this study was
to examine and utilize a model implementation of the Accelerated Reader program
to determine if there were effects on student achievement.
The implementation was carried out for one nine-week grading period by a
seventh-grade reading teacher with one seventh-grade reading class.
The study utilized commercial testing software, teacher interview,
student surveys, and a classroom checklist.
Findings obtained from the testing software indicated a gain in student
achievement. Student surveys
indicated that the majority of the class felt they were better readers because
of participating in the Accelerated Reader program. Implications for a future study include a need for a
continuance of the model implementation over a longer period of time to see
higher gains in student achievement.
Using
Video as a Motivational Instructional Strategy to Teach
Abstract: As
a school media specialist, I am responsible for teaching book location skills
and supporting information literacy instruction in my school. Basic library
skills instruction in the primary grades establishes a foundation for more
advanced information literacy instruction in the upper grades. After
professional observation of older elementary students having difficulty locating
books and a needs assessment of third graders that supported this observation, I
decided to do an action research study with second graders. The purpose of the
study was to determine if and how using an instructional video with second
graders during library orientation affected components of learner motivation and
ability to locate books in the easy and fiction sections of the school media
center. The technology intervention was a 10-minute video using elementary
student actors to host a tour of the media center and to model correct book
location skills. The video was incorporated into a library skills lesson using
John Keller’s ARCS model of motivation that focuses on attention, relevancy,
confidence and satisfaction. The setting was a rural public primary school, and
the participants were 110 second graders.
Data collection included a pre-intervention alphabetization skills test
and post-intervention performance observations, student interviews and a student
attitude survey. Results indicated that the students were attentive to the video
and skills lesson and seemed motivated to learn the skills, but that the
majority was not able to independently locate books after the lesson. I
concluded that students had difficulty understanding the shelving and labeling
system and preferred browsing to selecting a particular book. I determined that
future lessons should be based on a step-by-step approach to the book location
process and should be reviewed with the students and modified as needed
throughout the school year. I shared my study, results and conclusions with the
school principals, second grade teachers, system media specialists and system
administrators in an informal reception featuring a PowerPoint presentation.
Peer-to-peer technology training: Changing methods for changing times Download Article (PDF)
Abstract: The
purpose of this study was to determine of peer-to-peer technology training would
be a viable option to traditional staff development.
On-site, peer “experts” conducted the training over a period of four
and one-half weeks.
Two mentors and three protégés completed the training.
This study utilized pre- and post-intervention surveys, participant
portfolios, participant reflective journals, and structured interviews to
provide data. In
addition, the research sought to examine the experiences of the participants
involved. Results suggest that this type of training can be more effective than
traditional methods.
Participants noted that the individualized nature of the training, which
allowed learners to have input as to what would be taught, contributed greatly
to the effectiveness of the training.
Having access to on-site support was also an important factor in the
training’s success.
Implications for future study include continued study, as well as
planning for peer-to-peer staff development, using a slightly different training
structure.
Reviewing for High-Stakes Test Preparation in Mathematics Download Article (PDF)
Abstract: The purpose of the research
was to determine the effectiveness of computer-assisted instruction as review
preparation for high-stakes tests in mathematics. An instructional unit was
taught to ten eleventh-grade students over a two-week time span.
Five participants reviewed using computer-assisted instruction and five
participants were taught using traditional instruction. This qualitative study
included observation, interviews, pre- and post-intervention surveys, and pre-
and post-intervention practice versions of the Georgia High School Graduation
Test. Findings suggest that review
will improve Georgia High School Graduation Test scores, particularly using
computer-assisted instruction. Participants indicated that the review is of
value and should be continued. The results of the study were communicated to the
learning community through a meeting with teachers and administrators. This
meeting supported beginning test review as early as the tenth grade.
Technology vs. Lecture in Classroom Guidance Lessons Download Article (PDF)
Abstract:
The
purpose of this action research study was to compare technology-based guidance
lessons with lecture-based guidance lessons in terms of student achievement and
to assess student opinion towards the use of technology in the classroom.
Lecture-based lessons and technology-based lessons were alternated in two
fourth grade elementary classrooms. A
total of three units were presented with each unit being presented twice. During
my research, I hoped to understand the experience of the technology-integrated
lessons from the multiple viewpoints of students, classroom teachers and the
guidance lesson presenter. The
study included forty-two fourth grade students, two teachers, the
paraprofessional who oversees the computer lab, and the guidance counselor.
Posttests yielded similar scores of technology-based and lecture-based
lessons. The study indicated that
students view technology-based lessons more positively when compared to
lecture-based lessons and that students believe that during technology-based
lessons, their level of academic achievement is higher.
Word
Processing and the Fifth-Grade Student
Abstract: With tensions mounting among educators over the emphasis being placed on student performance on high-stakes testing, writing instruction has taken a back seat in many elementary schools. The purpose of this study was to determine whether fifth-grade students’ use of word processors in one southern Georgia elementary school enhanced or impeded the process and product of their writing. It also investigated student and teacher attitudes towards using the word processor, the frequency of editing and revision, and the benefits of this writing approach to stakeholders. The participants in the study consisted of 38 fifth-grade students paired between groups by language scores to form four groups of high ability and low ability word-processing groups, as well as high ability and low ability paper-and-pencil groups. Pre and post-writing assessments indicated little difference in writing quality between students who used the word processor and those who wrote with paper and pencil. The study also revealed that for students at all ability levels, word processing was the overall preferred tool for writing. The frequency of editing and revision varied among the groups. The study also offered valuable insight into the benefits to stakeholders.
Cyber-Teaching – The Real Thing!
Abstract: This action research project
compared academic achievement of online secondary physics students and
traditional secondary physics students when taught comparable material.
Thirty-six online students and 80 traditional high school students, ages
16 to 18, approximately 75% of whom were males, participated.
Online and traditional instruction contained identical course objectives
and similar assignments and assessments. It
was found that the academic achievement for both groups was very similar.
A survey consisting of Likert-type, yes-no, and open-ended questions was
administered to the nine online students in the most current class to determine
their perceptions concerning the quality of online instruction versus
traditional instruction. The parents and teachers of the nine online students were
also given a survey of open-ended questions to determine their perceptions of
online instruction. Student,
parent, and teacher comments favorably compared online instruction to
traditional instruction, agreeing that flexibility and self-pacing were major
strengths of online instruction. Teachers
qualified this by stating that an additional determining factor for a
student’s success in online courses was the student’s self-motivation. Recommendation is made for additional research into online
instruction and its impact at the secondary level.
The Effects of a Teacher-Created Web Page on Parent Communication Download Article (PDF)
Abstract:
The purpose of this
action research study was to determine why parents use or do not use a
teacher-created web page as an informational resource, as well as how
teacher-created web pages affect communication among parents, teachers, and
students. Participants in the study consisted of ten parents/guardians of
second-grade students. A survey was administered both prior to and after the
intervention to determine what, if any, effects the web page had on
communication. Parents were also asked to complete a questionnaire consisting of
open-ended responses concerning those components of the web page they considered
most beneficial. Parent interviews were conducted with five of the participants
to gain further insight into the perceived usefulness of the web page. A teacher
log of observation during the study allowed reflection concerning the
implementation of the program. Based on evidence obtained from the surveys,
questionnaires, and interviews, participants in the study viewed teacher-created
web pages as an effective form of communication with schools. The most
beneficial components of the web page were the classroom calendar and the
one-to-one correspondence area. Parents stated that knowing what their children
were learning about and how their children were performing academically helped
them to stay more involved in their children’s education. However, of the 68
possible participants to the study, only 10 parents opted to participate.
Several factors could be related to this low level of participation. These
factors include time constraints, the parent’s lack of computer access or lack
of knowledge of navigating the Internet, and a low level of interest in this
form of communication.
Computers to Supplement Instruction in Science Labs Download Article (PDF)
Abstract:
Horticulture and Applied Biology and Chemistry students at a large comprehensive high school in Southeast Georgia participated in a study comparing traditional and computer-supplemented laboratory methods. Student attitudes, teacher attitudes and student performance were measured using journal entries, observations, surveys and post-tests. Both groups received similar instruction and preparation for laboratory activities in plant science, but the Applied Biology and Chemistry students completed computer-supplemented labs using BioBLAST software while the Horticulture students completed traditional plant science labs. Results showed favorable student and teacher attitudes toward the computer-simulated experiments. Results on the post-tests did not show a significant difference from one group to the other.
Using Concept Maps to Promote Meaningful Learning Download Article (PDF)
Abstract:
This
action research studied the effects of computer-assisted concept mapping on
learning, retention, and transfer of knowledge. Two third grade science classes
completed a unit on heat with the same teacher using the same materials and
lessons, with concept mapping being the independent variable compared. The study
included observation, an objective test, evaluation rubrics, an observational
log, and an attitudinal survey as measurement instruments.
There was little difference in achievement between the two groups.
According to surveys, students were agreeably engaged in concept mapping and
found value in it The experimental group scored slightly higher on the
problem-solving activity, which suggests concept map organization may lead to a
clearer understanding of content. The teacher used the concept maps to
formatively evaluate the students' understanding throughout the instructional
unit.
The Effects of General and Targeted Media Center
Abstract: This intervention examined the effects of general and targeted media center communications on technology-related perceptions and actions of teachers. The participants in this study were ten teachers randomly selected from a middle school and high school that shared a single media center. The results were that teachers benefited from the targeted communications if they had prior experience with the technologies. Teachers also needed reinforcement and guides for integrating technology.