Analysis of Attitude and Achievement Using the 5E Instructional Model in an Interactive Television Environment

Autor/in	Cherry, Gamaliel R.
Titel	Analysis of Attitude and Achievement Using the 5E Instructional Model in an Interactive Television Environment
Quelle	(2011), (191 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Old Dominion University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1246-2554-6
Schlagwörter	Hochschulschrift; Dissertation; Television; Inquiry; Active Learning; Lecture Method; Science Instruction; Grade 5; Academic Achievement; Student Attitudes; Educational Strategies; Classification; Quasiexperimental Design + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Fernsehen; Fernsehtechnik; Aktives Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 05; 5. Schuljahr; Schuljahr 05; Schulleistung; Schülerverhalten; Lehrstrategie; Classification system; Klassifikation; Klassifikationssystem
Abstract	The purpose of this quasi-experimental study was to examine attitude and achievement among fifth grade students participating in inquiry and lecture-based forms of instruction through interactive television. Participants (N = 260) were drawn from registered users of NASA's Digital Learning Network[TM]. The first three levels of Bloom's Revised Taxonomy were used to measure levels of achievement while the Science Attitude Inventory II was used to measure science attitudes. Results indicated a significant interaction between inquiry and topic area, as well as achievement for remember, understand, and apply levels of Bloom's Revised Taxonomy. Differences between mean scores were in favor of the treatment group on both topic and achievement levels. Findings echo research that encourages the use of inquiry-based instruction to improve achievement. This study also serves as a reference for supplemental content providers searching for an effective instructional strategy when delivering instruction through interactive television. Recommendations for future research include the examination of: development time between inquiry-based and lecture-based strategies, a longitudinal study of attitude and achievement from elementary through middle school, differences between interactive television sessions and asynchronous sessions, and types of inquiry-based instruction related to student achievement and retention through interactive television. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10