Abstract:
The purpose of this action research study was to examine the impact that
technology had on achievement and motivation for kindergarten students learning
letter sounds. This study also investigated whether or not technology would
improve the rate at which students recalled letter sounds. The intervention took
place for 4 weeks during language arts center time. Twenty kindergarten students
were participants in this study.
This mixed methodology research study included observation, interview, attitude
survey, letter sound knowledge test, and speed of letter sound recall test.
Pretest assessments for letter sound knowledge were scored and used to randomly
divide students into two groups. The Computer Group received regular language
arts instruction and computer time, using interactive websites, for letter sound
practice. The Letter Sound Center Group received regular language arts
instruction as well as practice time in centers with letter sound activities.
Results determined that the interactive websites had little or no impact on student
achievement or motivation. However, students in the Computer Group were found
to have less disruptions and behavior problems than the students in the Letter
Sound Center Group. Further research is needed to determine the most effective
means of letter sound practice to improve achievement and motivation. The
results of the study were communicated to the learning community at a team
meeting with teachers and administrators.