Identifier

etd-07032012-110918

Degree

Master of Natural Sciences (MNS)

Department

Natural Sciences (Interdepartmental Program)

Document Type

Thesis

Abstract

This study explores the benefits of student use of web logs (blogs) in a high school Biology classroom. Students were assigned to blog by answering questions on topics from the Miller and Levine (2010) Biology textbook, which correlated to the Louisiana Grade-Level Expectations (GLEs), benchmarks that should be familiar to students at the end of a course. Raw gains (from pretest to posttest) were compared for the study group of 124 ninth and tenth grade students to determine if blogging increased student learning gains by increasing student accountability. The Louisiana Enhanced Assessment of Grade-Level Expectations (EAGLE) test bank was used to create multiple choice pretests and posttests based on Louisiana GLEs. Analyses were done to compare class level (Honors and Regular), gender, and LEAP English Language Arts (ELA) levels. No statistically significant correlations due to blogging were found in these comparisons, though student accountability, effort, and engagement were increased based on teacher observations.

Date

2012

Document Availability at the Time of Submission

Release the entire work immediately for access worldwide.

Committee Chair

Hopkins, John B

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