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dc.contributor.advisorRieth, Herbert J.en
dc.identifier.oclc194239406en
dc.creatorHeo, Yusung, 1972-en
dc.date.accessioned2008-08-28T23:57:26Zen
dc.date.accessioned2017-05-11T22:18:45Z
dc.date.available2008-08-28T23:57:26Zen
dc.date.available2017-05-11T22:18:45Z
dc.date.issued2007-12en
dc.identifier.urihttp://hdl.handle.net/2152/3592en
dc.description.abstractThe purpose of this study was to investigate the impact of multimedia anchored instruction in language arts on the motivation to learn and academic achievement of students with and without learning disabilities (LD) enrolled in a seventh-grade general education classroom setting. Anchored instruction incorporated research-based instructional components including the multimedia video anchors, authentic tasks and learning activities, promoted discussion and communication when working as a group, integration of technology and effective learning strategies, and students' chances to control own learning activities. The study was conducted in seventh-grade inclusive classrooms. Two teachers and 80 randomly selected students including 28 students with LD participated in the study. A quasi-experimental comparison-group design was utilized, experimental classes received the anchored intervention, and comparison classes received non-anchored instruction. Measures included two self-report questionnaire scores as well as two academic achievement test scores. Results indicated that students in anchored instruction group made significant gains of peer learning, interestingness, and less work avoidance than non-anchored instruction group. In addition, the results of within-group analysis demonstrated that the anchored instruction students' scores of task value, peer learning, subjective competence, interestingness, and performance orientation changed significantly after completing the anchored instruction. Moreover, students with LD who received the anchored instruction improved their motivation to learn and academic achievement to a level similar to students without LD. The overall results of this study suggest that anchored instruction is an effective instructional approach that integrates technologies into the classroom learning as a medium for enhancing students' motivation to learn and academic achievement.en
dc.format.mediumelectronicen
dc.language.isoengen
dc.rightsCopyright © is held by the author. Presentation of this material on the Libraries' web site by University Libraries, The University of Texas at Austin was made possible under a limited license grant from the author who has retained all copyrights in the works.en
dc.subject.lcshComputer-assisted instructionen
dc.subject.lcshLanguage arts (Middle school)en
dc.subject.lcshLearning disabled children--Educationen
dc.titleThe impact of multimedia anchored instruction on the motivation to learn of students with and without learning disabilities placed in inclusive middle school language arts classesen
dc.description.departmentSpecial Educationen
dc.type.genreThesisen


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