Date Approved

6-7-2019

Embargo Period

7-29-2019

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.

Third Advisor

Shuff, Midge

Subject(s)

Computer-assisted instruction; Learning disabled teenagers; Mathematics

Disciplines

Science and Mathematics Education | Special Education and Teaching

Abstract

The purpose of this study was to examine the effects of Google Classroom on the outcomes of students with learning disabilities in the mathematics classroom. Specifically, the study evaluated students' organizational skills, student achievement, and student satisfaction. The study included 7 high school students, 4 males and 3 females, in an Algebra 2 resource class. A single-subject ABAB design was used. During the baseline phases, students received Algebra 2 instruction as usual. During the intervention, Google Classroom was implemented to assign, complete, and manage all assignments. Homework and classwork assignments were used to measure student organization while quiz and test grades were used to measure student achievement. These scores were recorded throughout all phases. Results indicate that students improved their organization when Google Classroom was being used. However, student achievement did not show much improvement. The student satisfaction survey suggests that students weren't very passionate about using Google Classroom to complete assignments but preferred it for keeping track of assignments. Further research is suggested to investigate Google Classroom and the effects of organization and achievement for students with learning disabilities.

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