Libby Campbell | Lewis University (original) (raw)
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The goal of this two-week study is to identify which form of instruction leads to higher learning... more The goal of this two-week study is to identify which form of instruction leads to higher learning achievement for dyslexic students concerning the Language Arts concept of rhyming via iPad versus teacher-directed instruction. This research will be conducted in several classrooms across Virginia, totaling 30 students. The main research question is "Does iPad-assisted instruction help students with dyslexia?" The sub-questions are: 1) "Do dyslexic students who receive iPad-assisted instruction show higher learning achievement than those who do not use iPads for learning?" 2) "How does iPad-assisted instruction affect dyslexic students' self-efficacy?" 3) "How does iPad-assisted instruction affect dyslexic student attitude towards learning Language Arts concepts? Participants will receive a multiple choice (MC) pre-test before the implementation of iPad-assisted or teacher-directed instruction, as well as another MC post-test after the implementation. After the pre-and post-tests data is collected, the students will complete a survey regarding their self-concept of learning ability and their attitude towards both types of learning. Parents will also take a survey asking them to note any changes in their child's attitude towards learning throughout the course of the two-week study. The iPad application that will be used is called "Bud's Rhyming Words." The prediction is that there will be little or no change in learning achievement scores on Language Arts concepts using iPads versus participating in teacher-directed instruction, but that student self-efficacy and learning motivation will increase with iPad usage.
The goal of this two-week study is to identify which form of instruction leads to higher learning... more The goal of this two-week study is to identify which form of instruction leads to higher learning achievement for dyslexic students concerning the Language Arts concept of rhyming via iPad versus teacher-directed instruction. This research will be conducted in several classrooms across Virginia, totaling 30 students. The main research question is "Does iPad-assisted instruction help students with dyslexia?" The sub-questions are: 1) "Do dyslexic students who receive iPad-assisted instruction show higher learning achievement than those who do not use iPads for learning?" 2) "How does iPad-assisted instruction affect dyslexic students' self-efficacy?" 3) "How does iPad-assisted instruction affect dyslexic student attitude towards learning Language Arts concepts? Participants will receive a multiple choice (MC) pre-test before the implementation of iPad-assisted or teacher-directed instruction, as well as another MC post-test after the implementation. After the pre-and post-tests data is collected, the students will complete a survey regarding their self-concept of learning ability and their attitude towards both types of learning. Parents will also take a survey asking them to note any changes in their child's attitude towards learning throughout the course of the two-week study. The iPad application that will be used is called "Bud's Rhyming Words." The prediction is that there will be little or no change in learning achievement scores on Language Arts concepts using iPads versus participating in teacher-directed instruction, but that student self-efficacy and learning motivation will increase with iPad usage.