Term of Award

Spring 2014

Degree Name

ED.S in Instructional Technology

Document Type and Release Option

Education Specialist Paper (open access)

Department

Leadership, Technology, and Human Development

Education Specialist Chair

Dr. Randal Carlson

Education Specialist Chair Email

rcarlson@georgiasouthern.edu

Abstract

This quasi-experimental study utilized a pretest-posttest design to determine if personal responders increased students’ comprehension level in a first grade classroom. The control group was the group that was taught reading comprehension strategies using traditional teaching methods. The experimental group was taught reading comprehension strategies using personal responders. This group was instructed using the same strategies as the control group except the experimental group used personal responders in the place of pencils and worksheets. The researcher was the instructor for the experimental group, and another first grade teacher at the school was the instructor for the control group. Each group met with the instructor every day over the course of four weeks for 15 minutes to receive instruction.

Research showed that there was no difference between the two groups on comprehension levels. The results of this study also revealed that the pretest score was not a significant predictor of the posttest score in either group. According to the findings, there was no significant difference between the growth the experimental group exhibited and the control group’s growth from the pretest to posttest scores.

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