Date of Award

Spring 2011

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

STEM and Professional Studies

Program/Concentration

Instructional Design & Technology

Committee Director

Richard C. Overbaugh

Committee Member

Shana L. Pribesh

Committee Member

Robert M. Starr

Abstract

The purpose of this quasi-experimental study was to examine attitude and achievement among fifth grade students participating in inquiry and lecture-based forms of instruction through interactive television. Participants (N = 260) were drawn from registered users of NASA's Digital Learning Network™. The first three levels of Bloom's Revised Taxonomy were used to measure levels of achievement while the Science Attitude Inventory II was used to measure science attitudes.

Results indicated a significant interaction between inquiry and topic area, as well as achievement for remember, understand, and apply levels of Bloom's Revised Taxonomy. Differences between mean scores were in favor of the treatment group on both topic and achievement levels. Findings echo research that encourages the use of inquiry-based instruction to improve achievement. This study also serves as a reference for supplemental content providers searching for an effective instructional strategy when delivering instruction through interactive television.

Recommendations for future research include the examination of: development time between inquiry-based and lecture-based strategies, a longitudinal study of attitude and achievement from elementary through middle school, differences between interactive television sessions and asynchronous sessions, and types of inquiry-based instruction related to student achievement and retention through interactive television.

DOI

10.25777/q8t3-hd18

ISBN

9781124625546

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