Date Approved

8-22-2016

Embargo Period

8-24-2016

Document Type

Thesis

Degree Name

M.A. Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Accardo, Amy

Second Advisor

Kuder, Sydney J.

Subject(s)

Science--Study and teaching; Reading disability; Educational technology

Disciplines

Science and Mathematics Education | Special Education and Teaching

Abstract

The purposes of this study were: (a) to determine if using e-text technology in a middle school resource science classroom increases student academic performance, (b) to determine if using e-text technology in a middle school science resource classroom increases student engagement/on-task behavior, and (c) to evaluate student comfort and satisfaction in using an electronic textbook or print textbook in a middle school resource science classroom. Ten middle school students, four in grade 7 and six in grade 8 participated in the study using the Discovery Education Science Techbook and the AGS General Science series. A single subject design with ABABA phases was used with the printed textbook from AGS as the baseline and the e-text as the intervention. During the baseline and intervention, students completed vocabulary and guided notes on science content. Their performance was evaluated through homework completion, quiz and test scores. Their on task behaviors were observed and recorded in five-minute time intervals daily. Results showed that even though the students preferred the e-text over the printed textbook, their academic scores and engagement were lower when using the e-text.

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