Biology -- Study and teaching (Secondary), High school students, Learning disabilities, Word recognition
The field of science education, specifically biology, is becoming more challenging due to richer and more rigorous content demands. Along with new demands is the emergence of National Common Core Standards and End of Course Exams. Despite these changes, one factor remains consistent: As content knowledge increases, language demands also increase. For students with learning disabilities (LD), specifically those with language-based disabilities, the increasing vocabulary demand can lead to failure due not to a lack of understanding biology but the vocabulary associated with the content. In an attempt to impact high school students with learning disabilities‘ success in biology, a vocabulary intervention was investigated. Research suggests as more and more content is compressed into science courses, teachers are looking toward technology to assist with vocabulary mastery. The current research study examined the effects of a digital flash card intervention, Study Stack, versus a paper flash card intervention in biology for students with LD by measuring students‘ word knowledge and overall biology course achievement. Findings from repeated measures ANOVA showed a statistically significant increase on both the vocabulary assessment as well as the course grades in biology over time. However, the test of between effects considering card type yielded no differential change on vocabulary assessment and course grades in biology. Based on qualitative data, students interviewed liked the tool and found it to be helpful in learning biology terminology.
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Doctor of Philosophy (Ph.D.)
College of Education
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Dissertations, Academic -- Education, Education -- Dissertations, Academic
Grillo, Kelly J., "An Investigation Of The Effects Of Using Digital Flash Cards To Increase Biology Vocabulary Knowledge In High School Students With Learning Disabilities" (2011). Electronic Theses and Dissertations. 1932.