Abstracts

Author: Pamela George Burton

Article: Multimedia Instruction: A Path to Information Literacy for Special Needs Students

Abstract: A group of middle-grades students served in a Special Education Information Literacy class were taught a 6-step procedure for completing a research report through the use of an interactive multimedia instructional unit. The students were surveyed pre- and post-intervention to describe experiences, changes in learning and increase or decrease in self-confidence with completing research assignments. A pre-intervention assessment, in the form of a 250-500 word research project, was scored using a typical middle-grades research grading rubric. The students and the teachers maintained daily journal entries to describe experiences, learning, and self-confidence during the intervention. A similar post-intervention assessment was used to determine the percentage of change in skills possibly attributable to the multimedia instruction. While the rubric scores of the students increased from 100 to 167% after the multimedia instruction, the scores remained below the minimum passing score. Students experienced difficulties with the time allotted for each lesson, indicating they needed more time and practice to internalize the procedure.

Author: Kristi S. Bearden	Article: The Impact of Computer-Based Instruction of Literary Genres on Student Achievement, Student Attitudes, and Teacher Perceptions Download Article (PDF)
& Verilette Hinkle
Abstract: This research study was conducted to determine the impact of computer-based instruction (CBI) on student achievement of literary genres. Student attitudes toward using CBI for instruction were examined. In addition, teachers’ perceptions about using CBI for teaching students about literary genres were identified. For this study, 23 fifth-grade students utilized computers to complete nine CBI lessons on literary genres. To determine the influence of the CBI on student achievement, student attitudes, and teachers’ perceptions, data were collected from a literary genres pretest and posttest, a student attitude pre-intervention and post-intervention survey, teacher journal, student interviews and teacher observations. Results of the study indicate that CBI improved student achievement in the area of literary genres. Data for student attitudes toward CBI revealed that students enjoyed CBI; they learned from CBI; and the students wanted to use CBI more often in class. The teachers’ perceptions toward CBI for teaching about literary genres were provided by the regular classroom teacher and the media specialist. According to data from a teacher journal and class observations, students appeared to be engaged in the literary genres activities; they helped each other when assistance was needed; and the students utilized computer skills to complete assignments.

Author: Sherry H. Beasley	Article: Joseph's Failure Free Reading: Can Joseph Teach Dick and Jane to Read? Download Article (PDF)
& Lars Leader
Abstract: This article reports on a study that was conducted to examine the effects of a computer-assisted reading program, Joseph’s Failure Free Reading, on 13 at-risk 5^th grade students’ achievement in reading comprehension as a result of increased reading fluency. It also examined students’ attitudes toward using the computer-assisted reading program. Pre and posttest results were used to determine students’ reading comprehension levels. Multiple measures were used prior to and following the intervention to rate students in fluency, including word decoding, automaticity, and prosody. Observations, interviews, and surveys were used to determine students’ attitudes toward the program. The results of this study were unable to prove Joseph’s Failure Free Reading effective for improving student achievement in comprehension as a result of increased fluency. Inadvertently, it showed that increased word decoding and automaticity do not guarantee prosody. In relation to student attitudes toward Joseph’s Failure Free Reading, surveys and interviews revealed that computer-assisted instruction was not found to be the most enjoyable, or most helpful, aspect of the program.

Author: Linda H. Floyd	Article: Project your Points with PowerPoint Download Article (PDF)
& Lars Leader
Abstract: The purpose of this action research was to determine if requiring students to create PowerPoint presentations would have an impact on their ability to choose pertinent facts from various sites then synthesize those facts into a written report. Twenty-eight students from an average eighth-grade social studies class participated in the instructional unit. Data collection included pre- and post-intervention student surveys, observation during all activities, and evaluation rubrics for the PowerPoint presentations and written reports. A high percentage of students were observed on both the first and second days of the PowerPoint construction to be engaged in organizing facts, synthesizing facts, being self-motivated, focusing on the task, making positive comments, and cooperating with partners. A mean score of 92.14 on students' written reports indicated that the instructional activities aided the students in becoming proficient in selecting facts, synthesizing those facts, and clearly communicating their topics. In addition, a mean score of 3 (Agree) or higher from student responses on the post-instruction survey revealed a positive attitude toward the intervention. Implications for future study include the examination of requiring students to develop presentations before writing papers in other subject areas.

Author: Christie L. Munson	Article: The Effect of Leap Pad's Text-to-Speech Support on Kindergarten Students' Independent Reading Download Article (PDF)
& Lars Leader
Abstract: This study’s purpose was to provide Leap Pad text-to-speech support for beginning readers during independent reading to determine what impact such support had on students’ enjoyment of reading, independent reading level, and engagement in reading and to determine the participants’ attitudes toward the Leap Pads. For 4 weeks students in a kindergarten class used the Leap Pads 3 days a week for 15 minutes with additional daily voluntary opportunities available. Data measures consisted of pre/post intervention reading enjoyment surveys and Developmental Reading Assessments, reading engagement recording sheets, book votes, observations, participant interviews, and Leap Pad surveys. Results include a 32% increase in reading enjoyment, an increase in reading proficiency levels for 71% of the students, a 266% increase in reading engagement, and favorable teacher and student attitudes toward the Leap Pads, suggesting that Leap Pad text-to-speech support can be a beneficial addition to the reading curriculum during independent reading.

Author: Kathleen Lynn Patten	Article: The Integrated Learning System: An Alternative Path to Academic Achievement Download Article (PDF)
& Lars Leader
Abstract: Not unlike other school districts, my rural southeast Georgia district had chosen an integrated learning system (ILS) as an alternative path to improve the academic achievement of its “at-risk” high school students in order to better meet their needs and to improve graduation rates. This action research study sought to determine the effect of the ILS, NovaNet, on student achievement in the area of math while at the same time assess student, teacher, and paraprofessional attitudes toward the ILS method of learning. The results of the study indicated an increase in student achievement and positive attitudes toward NovaNet by student, teacher, and paraprofessional alike. How the use of NovaNet may be related to students’ locus of control was also examined. All students indicated they possessed some measure of internal locus of control when it was expected that most "at-risk" students would possess external control.

Abstracts	Volume 5 No.1, Spring 2006
	Full article text may be downloaded and viewed using Adobe's Acrobat Reader, available for free download via Adobe's website.

Author: David Earl Bailey	Article: Teaching Research Through Online, Teacher-Facilitated Instruction Download Article (PDF)

Abstract: The focus of my action research was the learning experiences of high school students as they went through the process of writing a literary research paper. One group was provided instruction through teacher-facilitated online tutorials and high access to computers throughout the project. The other group received more traditional instruction. I hoped to determine if there was a difference in student achievement based on the means of delivery of instruction and the immersive use of computers. The results of the study indicated that students in the intervention, while generating less text, scored an average of ten points higher on their final drafts. During the process of composing their rough drafts, the students in the intervention were three times less likely to be off task, and the responses of students and teacher were positive in regards to the increased use of computers and the new means of delivery of instruction.

Author: Amy Bohler Harkins	Article: Bringing Microsoft Word to Life: Using a Cross-Curricular Approach to Teach Microsoft Word Download Article (PDF)

Abstract: A group of high school students in a computer applications class was involved in a cross-curricular intervention that included other classes. The students were given a pretest and posttest to determine the knowledge level and skills regarding basic computer applications, specifically Microsoft Word. The students were given a pre- and post-intervention attitudinal survey to establish the level of motivation and attitudes of the students when implementing computer applications, including Microsoft Word. Using a Microsoft Word textbook, the students completed a unit that introduced concepts. Then, computer projects from core content classes were used to build a deeper understanding. Projects were scored using a teacher-developed, standardized rubric. The students’ scores from the intervention group were then compared to student scores from the non-intervention group. The comparison indicated an improvement in the knowledge and skills level of the students in the intervention group. However, the pre-attitudinal and post-attitudinal surveys did not indicate much difference between the two groups.

Author: Patricia L. Marshall Marsh	Article: Professional Development and a Website of Technology Resources for Teachers: An Effort to Increase Technology-infused Instruction Download Article (PDF)

Abstract: Nine teachers participated in a professional development workshop designed to provide a resource and support which would enable them to integrate technology into their content areas. Three sessions were planned and teachers were asked to teach a lesson which they would normally not use technology to present. The relevance of professional development on teachers was studied along with the effect of technology-infused lessons on student learning and engagement. The study found that teachers benefit from a supportive environment when implementing technology in the content area. The three-session format allowed teachers to become familiar with the resource, practice using the resource, and report back with the results of the implementation. Students were also queried and the overall opinion is that they want more technology in the classroom for learning, practice, and fun.

Author: Dolores A. Williams	Article: Graphing Calculators and Their Effect on Students' Understanding of Functions Download Article (PDF)
& Lars Leader
Abstract: Scientific graphing technology offers teaching and learning aids currently utilized mainly by teachers and students in upper-level mathematics classes. In this study, a class of ninth-grade Algebra I students possessing only basic scientific calculator experience used scientific graphing calculators to aid in graphing linear equations and inequalities. Results from the study confirmed that the students’ use of graphing calculators positively influenced their ability to graph and identify graphs of linear equations. Students who scored higher on the pretest, indicating stronger initial graphing skills, tended to use the calculator to check their work. Students who did not score well on the pretest tended to use the calculator to graph the equation and then copy the results onto their graph paper. Overall, students confirmed that they were more comfortable with using the graphing calculator after the intervention. Previous studies had shown that graphing calculators were viable tools for higher level mathematics classes in high school. This study presented evidence that this tool was just as beneficial for ninth-graders taking Algebra I.