The Comparative Effects of Technology and Hands-On Modeling on High School Students’ Performance in a Biology Classroom

326

Chapter Title

The Comparative Effects of Technology and Hands-On Modeling on High School Students’ Performance in a Biology Classroom

Book Title

Studies on Education, Science, and Technology 2022

Chapter Author(s)

Kimesha Brooks, Emily Surber

Editors

Dr. Omid Noroozi, Dr. Ismail Sahin

ISBN

978-1-952092-36-7

Pages

261-296

Chapter Highlights

  • Due in large part to adjustments in teaching necessitated by the COVID-19 pandemic, recent district-wide mandates have required all students to use Chromebooks as the primary technology source in the classroom and at home.
  • Consequently, student academic performance has decreased noticeably in the 9th grade biology classes described in this study.
  • For this study, three different interventions were used in three 9th grade biology classes all taught by the author. The first class received hands-on modeling during the lessons; the second class received both hands-on modeling with supplementing computer technology; the third class received the instruction only with the computer technology.
  • Both quantitative and qualitative results show that a hands-on modeling with supplemental technology was most effective in improving students’ performance.


Citation

Brooks, K., & Surber, E. (2022). The Comparative Effects of Technology and Hands-On Modeling on High School Students’ Performance in a Biology Classroom. In O. Noroozi & I. Sahin (Eds.), Studies on Education, Science, and Technology 2022 (pp. 261-296). ISTES Organization.



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