ERIC Number: ED374779
Record Type: Non-Journal
Publication Date: 1994-May
Reference Count: N/A
Is There Too Much Hype about Hypercard?
Myers, Lonnie D.; Anderson, Jon C.
The central focus of this research was to test the effectiveness of HyperCard in spelling achievement and to determine if HyperCard had any significant impact on student learning. Four boys and four girls were randomly selected from a second grade classroom at Clark Elementary School in Charlottesville (Virginia) to be part of the experimental group. The research design followed four steps: (1) the control and experimental groups were given a pretest on short and long "e" words, since the HyperCard program worked specifically within these words; (2) both groups were given an introductory tutorial lesson on HyperCard; (3) the experimental group worked with a program designed for the project, while the control group did word study; and (4) both groups were given a posttest at the end of the session. Conclusions drawn from the study include the following: HyperCard does not appear to be detrimental to spelling achievement; the use of HyperCard as a spelling tool may be beneficial as students learn spelling and the use of computers; HyperCard seems to promote higher levels of movement in the word study sequence; and HyperCard seems to promote beneficial student practices, such as curiosity, attention, and collaboration. The appendixes include word lists, sample computer screen displays, the word study sequence, and within word study observations. (Contains 11 references.) (JLB)
Publication Type: Dissertations/Theses - Masters Theses
Education Level: N/A
Authoring Institution: N/A