Web-based teaching can improve science understanding for students with learning disabilities, English learners, and general education students.
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‘This study reports the effectiveness of interactive online classes in enhancing science learning over three years among students with learning disabilities, English learners, and general education students. Results show that online teaching effectively deepened science knowledge across all three student groups.’
The online units were tested in a randomized, controlled trial with over 2,300 students and 71 teachers. While all participating students improved their science knowledge, the results were particularly notable for less able students. Students with learning disabilities improved eighteen percentage points on assessments of science knowledge from pre-test to post-test, and English language learners increased 15 percentage points. Pupils taught the same content with traditional methods, such as textbooks, showed only 5-point gains.
The results are especially important given that students with learning disabilities and English language learners have been historically marginalized in science, technology, engineering, and mathematics (STEM) fields. Despite recent gains, a wide educational attainment gap remains for these students, making them less likely than Caucasian and Asian pupils to complete science coursework in school and pursue STEM careers.
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"Well-designed instructional technology really works to lessen the science literacy gap among diverse groups of learners. Technology offers an engaging and motivating environment for learning, and we are just beginning to understand how we can use it effectively to support students with learning disabilities and English language learners."
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The content was especially beneficial to students who struggle thanks to embedded eText supports, such as text-to-speech (hearing online text read aloud), pop-up vocabulary definitions, interactive diagrams, digital note-taking, and captioned videos.
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Dr Terrazas Arellanes added: "Our work adds to a growing body of evidence suggesting that instructional technology has a place in the classrooms of today and tomorrow, especially for science and especially for students with learning disabilities. We have shown that these tools are not only effective but can be easily integrated."
The complete research is published in the International Journal of Science Education.
Source-Eurekalert
