Technology in the classroom: effect of student blogging on learning gains in a high school classroom
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.
Recommended Citation
LeBourgeois, Mandy Lynn, "Technology in the classroom: effect of student blogging on learning gains in a high school classroom" (2012). LSU Master's Theses. 2296.
https://repository.lsu.edu/gradschool_theses/2296
Committee Chair
Hopkins, John B
DOI
10.31390/gradschool_theses.2296