The Effects of Technology-Integrated Differentiated Instruction on Language Arts Achievement
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Authors
Smith, Paula C.
Issue Date
2006-12
Type
Thesis
Language
en_US
Keywords
Differentiated language arts instruction , Sentence structure , Teacher perceptions
Alternative Title
Abstract
This research study was conducted to determine the effects of technology-based, differentiated
language arts instruction on students' achievement and confidence levels in regard to the
completion of language arts assignments along with teachers' perceptions of this instruction and
achievement. Student language arts achievement was examined through a unit on sentence
structure along with student confidence levels regarding their ability to complete language arts
assignments. Teacher perceptions of the use of technology and differentiated instruction were
also explored. Twenty-four sixth grade students from a heterogeneously grouped, middle school
language arts class participated in the study. Data collection included a pre and post intervention
attitudinal survey, pre and posttests, student journal responses, teacher journal entries, and adult
observer logs. Results from the study revealed a slight improvement in achievement in the area
of sentence structure. Data for student attitudes about their confidence levels indicated a strong
enthusiasm for the use of technology for learning simple, compound, and complex sentences but
less enthusiasm for having differentiated assignments. Teacher perceptions were positive and
indicated students were excited, engaged, and on task during instruction. Suggestions for future
research on this topic and the utilization of these methods were made.
Description
Citation
Publisher
Valdosta State University
License
Copyright protected. Unauthorized reproduction or use beyond the exceptions granted by the Fair Use clause of U.S. Copyright law may violate federal law.