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dc.creatorMartin, Laura Jane
dc.date.available2011-02-18T19:12:54Z
dc.date.issued2005-08
dc.identifier.urihttp://hdl.handle.net/2346/9886en_US
dc.description.abstractThe use of computer technology continues to gain popularity in the K-12 classrooms. In many schools, teachers are required to provide students with a curriculum that includes the integration of computers. This integration serves two purposes: to add to the learning process and to teach students the necessary computer skills required for their future educational goals and careers. More research needs to be conducted to discover how computer technology can be used as an effective tool for targeting individual student needs and for fostering higher order thinking skills, critical thinking skills, and problem solving skills. The purpose of this study was to examine the effects of two different web-based instructional lesson designs, a traditional text-based web lesson and a multiple learning styles web lesson, on students' achievement. The treatment incorporated multiple learning style elements, from the Dunn and Dunn Learning Styles Model, into the web lesson design. The control was designed using a mostly text-based, linear, static, lesson. Achievement differences were compared for each level of treatment, gender, and class level variables. A three-way analysis of variance (ANOVA) was conducted to measure the research hypotheses. The study included three independent variables; treatment, gender, and class level. The dependent variable, science achievement scores, was measured as the difference between pretest and posttest scores. The study was one-tailed with an alpha level of .05. The results of this study showed significance on science achievement scores on class level for the pre-advanced placement students. No significance was found for the other hypotheses. The results from this study suggest that the incorporation of learning styles, into a web-based lesson, is not a useful avenue to pursue for web development. A survey was also used to evaluate students' opinions about using the web lesson. The survey showed that most students preferred learning with computers and also preferred computer lessons that incorporated a game format.
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherTexas Tech Universityen_US
dc.subjectScienceen_US
dc.subjectLearning styleen_US
dc.subjectSeventh gradeen_US
dc.subjectStudentsen_US
dc.subjectWeben_US
dc.titleThe impact of a web-based science lesson designed and delivered to integrate multiple learning styles, on achievement scores of seventh grade students
dc.typeDissertation
thesis.degree.nameEd.D.
thesis.degree.levelDoctoral
thesis.degree.disciplineEducation
thesis.degree.grantorTexas Tech University
thesis.degree.departmentEducation
dc.contributor.committeeMemberOlivarez, Arturo
dc.contributor.committeeMemberPrice, Robert
dc.contributor.committeeChairMaushak, Nancy
dc.degree.departmentEducationen_US
dc.rights.availabilityUnrestricted.


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