The effects of engaging interactive strategies on the reading achievement of second-grade students
Angela H. Martin, University of Phoenix, United States
University of Phoenix . Awarded
No Child Left Behind (NCLB) mandates that students attain academic proficiency. Academic performance in school increases when students actively engage in their work. This quantitative, quasi-experimental study investigated whether engaging instructional strategies using an interactive work design and the Promethean ACTIVboard system are effective in increasing reading achievement. The work included interactive, technologically advanced techniques using ACTIVboard software and flipcharts designed to instruct students in reading. Archived test data were collected from a group of second-grade students taught with traditional instructional methods and an experimental group of student taught using interactive strategies. Teachers from the experimental school completed surveys on levels of student engagement and the use of interactive strategies. The analysis on the data from the two teacher surveys demonstrated that the teachers were not fully implementing all of the ACTIVboard components and WOW strategies. The findings based on the engagement survey illustrated that the teachers found the students more engaged when using interactive strategies than when using traditional methods. The one-tailed t-test analysis showed that the pretest scores were not significantly different indicating that the groups were comparable before the study. The one-tailed t test analysis indicated that the pretest scores were not significantly different indicating that the groups were comparable before the study. The one-tailed t test on the reading posttests demonstrated higher achievement levels in total reading on the Georgia Criterion-Referenced Competency Test (CRCT) for students in the experimental group. The t-test for the archived data for the phonics component of the Lexia Comprehensive Reading Test (CRT) was significantly different when compared to the posttest scores of the traditional group. The t test for the archived data on the comprehension and vocabulary components of the CRT was not significantly different. The t test for the archived data for the phonics component was significantly different when compared to the scores on the comprehension and vocabulary components of the traditional group. The researcher concluded from the analysis that an interactive work design and the Promethean ACTIVboard system were effective in developing reading skills.
Martin, A.H. The effects of engaging interactive strategies on the reading achievement of second-grade students. Ph.D. thesis, University of Phoenix.
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