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

First Advisor

Kuder, Sydney J.

Second Advisor

Accardo, Amy

Third Advisor

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.

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