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ERIC Number: ED456090
Record Type: Non-Journal
Publication Date: 2001-Aug
Pages: 39
Abstractor: N/A
Reference Count: N/A
A Comparison of Fifth Grade Children Receiving Both a Traditional and a Technology Based Means of Instruction in Social Studies.
Larson, Thomas Donald
With advances being made in the area of technology and increased emphasis being placed on use of technology in the classroom, teachers and administrators are questioning the effectiveness of technology driven teaching aids. The present issue revolves around whether students' academic performance can be enhanced by using and incorporating technology into the lesson planning and implementation. During a 4-week span, the researcher taught lessons on the Silver-Burdett and Ginn fifth grade social studies curriculum. Two types of lessons were given to two fifth grade classes (n=24 in each class). For two weeks one class was taught using PowerPoint presentations and historical documentaries based on the social studies curriculum, while the other class was taught with traditional methods (lectures, textbooks, and worksheets). The content of the lessons was exactly the same except for the presentation. At the end of two weeks, classes were tested with multiple choice and essay questions. The next two weeks, teaching methods were reversed. Following this 2-week span another test was given. The statistical comparison used to analyze the differences in test scores was a paired sample t-test with scores ranging from 1 to 35. Data revealed no difference at the .05 level of significance. There was no significant difference in test scores between students who were taught using technology based instruction and students who were taught using traditional methods. (Contains a 28-item bibliography. Letters and a form for parents are appended.) (Author/BT)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A