Abstract

The purpose of this study was to conduct a systematic replication of a previous study (Boon, Burke, Fore, & Spencer, 2006) on the effects of computer-generated cognitive organizers using Inspiration 6 software versus a traditional textbook instruction format on students' ability to comprehend social studies content information in high school inclusive social studies classes. A major goal was to strengthen the results of the previous study by using its control group as the treatment group and its treatment group as the control group in the current study. After ensuring that no carry-over effects from the previous study existed, the groups were "flipped," and using a quasi-experimental pretest-posttest group design, 26 tenth-grade students in general education and 18 students with mild disabilities received instruction using a computerized cognitive organizer or traditional textbook instruction format. Dependent measures included a 45- item open-ended production pre-/posttest of declarative social studies knowledge to assess the effectiveness of the intervention. Results showed that students in the computerized cognitive organizer condition significantly outperformed students in the traditional textbook instruction condition. (Contains 4 tables.)

Citation

Boon, R.T., Burke, M.D., Fore, C. & Hagan-Burke, S. (2006). Improving Student Content Knowledge in Inclusive Social Studies Classrooms Using Technology-Based Cognitive Organizers: A Systematic Replication. Learning Disabilities: A Contemporary Journal, 4(1), 1-17. Retrieved August 12, 2024 from https://www.learntechlib.org/p/65911/.

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Keywords

• comprehension
• Computer Software
• Computer Uses in Education
• Course Content
• educational technology
• Emotional Disturbances
• Grade 10
• High School Students
• Inclusive Schools
• Instructional Effectiveness
• Knowledge Level
• learning disabilities
• Mainstreaming
• Mild Disabilities
• social studies
• teaching methods
• Textbooks