Traditional modes Essay

Custom Student Mr. Teacher ENG 1001-04 19 April 2017

Traditional modes

Traditional modes of teaching content have proven to be only partially effective in producing learned students, and to this any teacher who has assessed the varying grades of his or her students can attest. The fact is that no classroom is homogeneous, when students are considered on an individual level, and as such, students are intrigued with a variety of things and their interest can be piqued in a variety of ways (Sutliff & Baldwin, 2001). The introduction of technology into classrooms provides teachers with added leverage in accessing the interest, motivation, and understanding of students for more than one reason.

Many students are (like most people) likely to be more attentive when a new method of learning is introduced into the classroom. Also, many students—especially in the American classroom—are familiar with and interested in technology. The technology of television, cable, VCR’s/DVD players, computers, and the internet are fast becoming universally understood and manipulable by the youth of today. The intriguing and attractive aspect of these technologies is strongly connected to their ability to appeal to the several senses that people possess.

Their visual, aural, and interactive nature obtains the interest of students and gives them an added level of motivation to learn the content being presented in those ways (Williams, 2006). This study shows the details of how this has been possible in particular school. In a controlled study, it identifies two groups that have learned historical content (American history 1865 – present) in the traditional way and in a technologically enhance way. It shows the varied ways in which students have responded to the different methods of teaching the same content. Review of the Results Discussing the Findings Regarding Student Learning Outcomes.

This study was comprised of four cohorts in two groups. One group was defined as the control group and the other as the experimental group. There were sixty students total in the experimental group. (How many in the control group? Were they randomly selected from their grade? ). Of this group 33% enjoyed the technology utilized in the class. In the control group 7% reported they were pleased with the class content. The experimental group had access to online resources: Course syllabus, schedules, course related article and topic-focused discussion boards. The control group received a more traditional program.

They did not receive online instruction nor had access to online information. There were both pre- and post tests give in American History. The mean test score of the experimental groups 85% and the control group 78% in relation to their learning the content. Review the Limitations of the Study. This study protocol had some serious limitations. The study was confined to one course. Realistically, it is uncertain whether these result figures would be comparable in studies of other topics. Additionally, not all students who have access to computers have the same level of sophistication in surfing the internet for information.

Students in this study were in the same grade. This limits any validity the study suggests (How? Do you say this because it makes one unable to generalize the findings across grade levels? ). Another problem this writer sees is in the area of economics. What is the economic and social class of the subjects? One would expect upper income students (add: who are in possession of the resources to allow them more exposure to the technology used in the class) to score better than those who are in a lower economic bracket. Another limitation of this study is the lack of discussion regarding the treatment variables.

These independent variables (i. e. the groups and their members) are likely to have had a direct effect on the dependent variables of a study (Creswell, 2005) One of the goals of quantitative research is replication of the results (Creswell, 2005). With a study of this type the results would almost certainly be reliable given a similar group population and specific variables. To determine validity a far more sophisticated study should have been undertaken. This study protocol would have profited from being expanded to include the following: various grade levels, alternate history courses based upon grade level and discipline (i.

e. Art History, Music History etc. ), multiple school districts (including impoverished locations) and an increased size of the subject population. To provide validity the individual subjects could have been redistributed and assigned to new groups in a random design and the next phase undertaken to verify the results of the web-based design rather than the individual student. Ultimately, when the results are replicated and validated, this protocol could be further expanded to include additional classes at the high school level.

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  • University/College: University of Arkansas System

  • Type of paper: Thesis/Dissertation Chapter

  • Date: 19 April 2017

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