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The effect of online collaborative learning on middle school student science literacy and sense of community
DISSERTATION

, Liberty University, United States

Liberty University . Awarded

Abstract

This study examines the effects of online collaborative learning on middle school students' science literacy and sense of community. A quantitative, quasi-experimental pretest/posttest control group design was used. Following IRB approval and district superintendent approval, students at a public middle school in central Virginia completed a pretest consisting of the Misconceptions-Oriented Standards-Based Assessment Resources for Teachers (MOSART) Physical Science assessment and the Classroom Community Scale. Students in the control group received in-class assignments that were completed collaboratively in a face-to-face manner. Students in the experimental group received in-class assignments that were completed online collaboratively through the Edmodo educational platform. Both groups were members of intact, traditional face-to-face classrooms. The students were then post tested. Results pertaining to the MOSART assessment were statistically analyzed through ANCOVA analysis while results pertaining to the Classroom Community Scale were analyzed through MANOVA analysis. Results are reported and suggestions for future research are provided.

Citation

Wendt, J.L. The effect of online collaborative learning on middle school student science literacy and sense of community. Ph.D. thesis, Liberty University. Retrieved February 21, 2020 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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