Award Date

1-1-2004

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Curriculum and Instruction

First Committee Member

Randall Boone

Second Committee Member

Frank Serafini

Number of Pages

153

Abstract

The purpose of this quasi-experimental study was to examine whether student use of the Ignite! Early American History software significantly affected student outcome achievement scores on a standards-based assessment. Students in three urban middle schools were divided into experimental and control groups with both groups being taught by the same teacher. Experimental group students used the Ignite! history software as a supplement to their regular American history curriculum, and students in the control group did not use the program. The study also examined how students with limited English proficiency (LEP) and students with special needs scored on the standardized test as compared to regular education students. Statistical analysis of test results indicated that overall, students who used the Ignite! American history software scored significantly higher than students who did not use the program. These statistical differences were not apparent, however, when comparing students with LEP and students with special needs to regular education student test scores.

Keywords

Achievement Scores; American; American History; History; Instructional Technology; Investigation; Middle School Student; Quantitative; School; Scores; Software

Controlled Subject

Educational technology; Social work education; Education, Secondary

File Format

pdf

File Size

3594.24 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Permissions

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Identifier

https://doi.org/10.25669/5xuj-jhzx


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