The purpose of this study was to view the
design, classroom implementation, and effectiveness of interactive online units
to enhance science learning over three years among students with learning
disabilities, English learners, and general education students. An analysis of
the results showed that students with
learning disabilities in the treatment group improved 18 percentage points on
assessments of science knowledge from pre-test to post-test; and English
language learners increased 15 percentage points. Learners in the control group
who were taught using the traditional methods showed just five points of gain.
The implications of these findings point to a significant benefit of using
online curriculum to boost students’ scores in areas that are of concern, such
as science.
Terrazas-Arellanes, F.E., Gallard, A. J., M.,
Strycker, L. A., & Walden, E. D. (2018). Impact of interactive online
units on learning science among students with learning disabilities and English
learners. International Journal of
Science Education, 40(5), 498-518, http://dx.doi.org/10.1080/09500693.2018.1432915
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