Dissertations and Theses @ UNI

Availability

Open Access Thesis

Keywords

English language--Grammar--Study and teaching (Secondary); English language--Grammar--Web-based instruction;

Abstract

There are a wide variety of technology-based grammar instruction resources available for educators, and it is important for them to select the best tool for their school district’s and individual students’ needs. It is also important for educators to know whether the technology they have chosen is better than the traditional way of grammar instruction using paper and pencil. This paper studied the free grammar tool Noredink and looked specifically at the concept of active and passive voice. 22 10th -grade students were participants, with 11 receiving grammar instruction using traditional methods, and the other 11 receiving grammar instruction using Noredink. The study analyzed both quantitative data using a pre-test, post-test, and Likert scale survey as well as qualitative data using thematic analysis. The findings of the study showed that the students who learned using Noredink performed much better on the post-test and also had more positive feelings about experiencing the instruction through technology. The control group performed much lower on the post-test and experienced many negative feelings about receiving instruction using traditional methods.

Year of Submission

2020

Degree Name

Master of Arts in Education

Department

Department of Curriculum and Instruction

Department

Division of Literacy Education

First Advisor

Deborah Tidwell, Chair, Thesis Committee

Date Original

7-2020

Object Description

1 PDF file (vii, 72 pages)

Language

en

File Format

application/pdf

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