Date Approved
5-30-2019
Embargo Period
6-5-2019
Document Type
Thesis
Degree Name
M.A. Special Education
Department
Interdisciplinary and Inclusive Education
College
College of Education
Advisor
Kuder, Sydney J.
Committee Member 1
Accardo, Amy
Committee Member 2
Shuff, Midge
Subject(s)
Chemistry--Study and teaching; Educational technology
Disciplines
Science and Mathematics Education | Special Education and Teaching
Abstract
The purpose of this exploratory investigation was to ascertain the effectiveness of Google Classroom in the self-contained Chemistry classroom in terms of student turning in of assignments, student performance on summative assessment, student satisfaction with the use of Google Classroom, student contribution to class discussion in terms of frequency and quality, and the student acceptance of Google Classroom as a system of technology. Results suggest increased growth on summative assessments, turning in of assignments, and less regression in turning in of assignments with the implementation and use of Google Classroom. Results also suggest that the student population performs better through face to face discussions, that students overall accept Google Classroom as a system of technology, and that students prefer to use paper for math-based assignments. Implications for the use of Google Classroom in the self-contained Chemistry classroom are discussed.
Recommended Citation
Gross, Steven J., "The effectiveness of Google Classroom in the self-contained chemistry classroom" (2019). Theses and Dissertations. 2676.
https://rdw.rowan.edu/etd/2676
