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Impact of Interactive Online Units on Learning Science among Students with Learning Disabilities and English Learners

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Title: Impact of Interactive Online Units on Learning Science among Students with Learning Disabilities and English Learners
Language: English
Authors: Terrazas-Arellanes, Fatima E., Gallard M., Alejandro J., Strycker, Lisa A., Walden, Emily D. (ORCID 0000-0002-7611-2311)
Source: International Journal of Science Education. 2018 40(5):498-518.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 21
Publication Date: 2018
Sponsoring Agency: Office of Special Education and Rehabilitative Services (ED)
Contract Number: H327S130031
Document Type: Journal Articles
Reports - Research
Education Level: Middle Schools
Secondary Education
Junior High Schools
Descriptors: Units of Study, Online Courses, Learning Disabilities, English Language Learners, Science Education, Assistive Technology, Academic Accommodations (Disabilities), Randomized Controlled Trials, Middle School Students, Science Achievement, Control Groups, Experimental Groups, Pretests Posttests, Student Improvement, Active Learning, Inquiry, Intervention, Curriculum Implementation, Check Lists, Teacher Surveys, Student Surveys, Student Characteristics, Teacher Characteristics, Participant Satisfaction, Teaching Methods, Instructional Effectiveness, Statistical Analysis
Geographic Terms: Oregon, Georgia
DOI: 10.1080/09500693.2018.1432915
ISSN: 0950-0693
Abstract: The purpose of this study was to document the design, classroom implementation, and effectiveness of interactive online units to enhance science learning over 3 years among students with learning disabilities, English learners, and general education students. Results of a randomised controlled trial with 2,303 middle school students and 71 teachers across 13 schools in two states indicated that online units effectively deepened science knowledge across all three student groups. Comparing all treatment and control students on pretest-to-posttest improvement on standards-based content-specific assessments, there were statistically significant mean differences (17% improvement treatment vs. 6% control; p < 0.001); no significant interactions were found between treatment condition and learning disability or English learner status, indicating that these two groups performed similarly to their peers; students with learning disabilities had significantly lower assessment scores overall. Teachers and students were moderately satisfied with the units.
Abstractor: As Provided
What Works Clearinghouse (WWC) Reviewed: Does Not Meet Evidence Standards
WWC Study Page: https://ies.ed.gov/ncee/wwc/study/89791
Entry Date: 2018
Accession Number: EJ1173826
Database: ERIC
FullText Text:
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  Data: Does Not Meet Evidence Standards
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        Value: 10.1080/09500693.2018.1432915
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 498
    Subjects:
      – SubjectFull: Units of Study
        Type: general
      – SubjectFull: Online Courses
        Type: general
      – SubjectFull: Learning Disabilities
        Type: general
      – SubjectFull: English Language Learners
        Type: general
      – SubjectFull: Science Education
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      – SubjectFull: Assistive Technology
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      – SubjectFull: Academic Accommodations (Disabilities)
        Type: general
      – SubjectFull: Randomized Controlled Trials
        Type: general
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Science Achievement
        Type: general
      – SubjectFull: Control Groups
        Type: general
      – SubjectFull: Experimental Groups
        Type: general
      – SubjectFull: Pretests Posttests
        Type: general
      – SubjectFull: Student Improvement
        Type: general
      – SubjectFull: Active Learning
        Type: general
      – SubjectFull: Inquiry
        Type: general
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      – SubjectFull: Participant Satisfaction
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Statistical Analysis
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      – SubjectFull: Oregon
        Type: general
      – SubjectFull: Georgia
        Type: general
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      – TitleFull: Impact of Interactive Online Units on Learning Science among Students with Learning Disabilities and English Learners
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