Term of Award

Spring 2014

Degree Name

ED.S in Instructional Technology

Document Type and Release Option

Education Specialist Paper (restricted to Georgia Southern)

Department

Leadership, Technology, and Human Development

Education Specialist Chair

Dr. Randal Carlson

Education Specialist Chair Email

rcarlson@georgiasouthern.edu

Abstract

This study focused on the effects of the AR program with and without motivational incentives on second grade students’ reading comprehension and fluency levels. STAR and AIMSweb-RCBM assessments were administered at the beginning and end of the study for pretest and posttest data. During the six week study, the experimental class participated in the AR program while receiving motivation incentives based on each participant’s individual performance. The comparison class participated in the AR program but without motivational incentives. A one-way between-subjects ANCOVA was performed in order to determine if significant differences exist in independent reading comprehension and fluency level based on the method of instruction. For reading comprehension, it was concluded that posttest STAR scores were higher in the presence of motivation incentives than without motivational incentives. For reading fluency, it was concluded that posttest AIMSweb R-CBM scores did not differ based on the presence or absence of motivational incentives.

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