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Podcasting use in a Junior High Social Studies Class: A Research Study of Impact of Podcasting on Student Performance
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, , Bowling Green State University, United States

Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This research study was initiated to determine the effectiveness of podcasting in an eighth grade Junior High Social Studies classroom. Forty students were randomly assigned into an experimental (N=20) and a control group (N=20). All students received standard instruction taught by the same Social Studies teacher. Those in the experimental group received additional Podcasts three times a week for 8 weeks to review content taught in class, while students in the control group spent the same amount of time reviewing notes or rereading what was taught in class by themselves. Afterwards, students in both groups completed one test on the content area. Data analysis suggested that students who received podcasts scored significantly higher than students in the control group on the test.

Citation

Amicone, J. & Li, L. (2014). Podcasting use in a Junior High Social Studies Class: A Research Study of Impact of Podcasting on Student Performance. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 841-844). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 19, 2019 from .

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