The Effects of Digital Based Learning and Traditional Based Learning on Reading Interpretation

Overview

Objectives/Goals This experiment is designed to investigate the effects of a digitally based learning environment and a traditional based learning environment on reading interpretation using an ACT# Prose Fiction reading test. Methods/Materials The traditional (n=15) and digital (n=9) groups consisted of 24 predominantly Caucasian, native English speaking, high school students between the ages of 16-18, currently enrolled in a college preparatory psychology class. Students attend either a digital or traditional school and both are from a rural mountain area in Central California. Participants were obtained as part of a purposive sample because of certain characteristics that were required between the control and experimental group participants. In the first test, a traditional (paper) version was administered to the students in a traditionally based learning environment. In the second test, an online version was presented to the students enrolled in a digitally based learning environment. The independent variable was the digital or traditional learning environment, and the dependent variable was the score received on the reading tests. Results A one tailed t-test demonstrated that there was a significant difference at the p < 0.005 level, which shows traditional based learning has a positive impact on ACT# Prose Fiction reading test scores. Conclusions/Discussion In conclusion, the data collected resulted in supporting the research hypothesis. Therefore, an individual studying at a traditional based learning school is more likely to score higher on a reading interpretation test than an individual studying at a digital based learning school.

Competition history

• CSEF 2014 Behavioral & Social Sciences · Entry S0405

Resources

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