A formative experiment investigating the use of electronic portfolios as a means of improving elementary students' perceptions of themselves as readers
Valerie Lynne Garfield, University of Georgia, United States
University of Georgia . Awarded
The present study was a formative experiment conducted by a teacher-researcher in her third-grade classroom. The purpose of the investigation was to positively affect students' self-efficacy towards reading, thus increasing the amount and diversity of their reading. An instructional intervention believed to achieve that goal was implemented. The intervention involved the development of hypermedia literacy portfolios. The experiment consisted of finding methods and resources to implement successfully the intervention in order to accomplish the pedagogical goal. Participants in this intervention were 14 remedial students whose reading abilities ranged from non-reader to approximately a third-grade level. Quantitative data were collected before the experiment began to establish a baseline of performance and the same data were collected again at the end of the study to assist in determining the effects of the intervention. Qualitative data were collected through classroom observation and interviews with students. Those data were analyzed using content analysis within a framework of questions developed to guide the management of formative experiments. Analysis suggested that collaboration among students and with the teacher, interest in technology, and students' sense of audience increased during the study. The quality of literacy engagement and classwork also changed during the course of the intervention. Students' reading levels, attitudes toward reading, and intrinsic motivation increased as a result of the study, while levels of competition and perceived social reinforcement decreased. Implications for further research and classroom practice are discussed.
Garfield, V.L. A formative experiment investigating the use of electronic portfolios as a means of improving elementary students' perceptions of themselves as readers. Ph.D. thesis, University of Georgia.
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