student achievement using web 2.0 technologies: a mixed methods

University of Nebraska - Lincoln

DigitalCommons@University of Nebraska - Lincoln Public Access Theses and Dissertations from the College of Education and Human Sciences

Education and Human Sciences, College of (CEHS)

Spring 2010

STUDENT ACHIEVEMENT USING WEB 2.0 TECHNOLOGIES: A MIXED METHODS STUDY Dallas R. Malhiwsky University of Nebraska at Lincoln, [email protected]

Follow this and additional works at: http://digitalcommons.unl.edu/cehsdiss Part of the Bilingual, Multilingual, and Multicultural Education Commons Malhiwsky, Dallas R., "STUDENT ACHIEVEMENT USING WEB 2.0 TECHNOLOGIES: A MIXED METHODS STUDY" (2010). Public Access Theses and Dissertations from the College of Education and Human Sciences. 58. http://digitalcommons.unl.edu/cehsdiss/58

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Student Achievement Using Web 2.0 Technologies: A Mixed Methods Study

By

Dallas R. Malhiwsky

A Dissertation

Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Philosophy

Major: Educational Studies Under the Supervision of Professor Aleidine Moeller Lincoln, Nebraska May, 2010

STUDENT ACHIEVEMENT USING WEB 2.0 TECHNOLOGIES: A MIXED METHODS STUDY

Dallas Malhiwsky, Ph. D. University of Nebraska, 2010

Adviser: Aleidine J. Moeller The need for proficient speakers of multiple languages has emerged as a result of political and economic forces in the last decade driving the challenge to find effective and efficient way to teach and learn languages. The past decade has brought numerous innovations and advances in the area of technology, which have changed the role from one of consumer of knowledge to one of producer of knowledge which has revolutionized the delivery of education. The purpose of this mixed method study was to determine the effect of Web 2.0 technologies on student achievement. The quantitative portion of the study examined specifically student achievement based on pretest and posttest scores and examined the level of classroom community, connectedness and learning as reported by the students. The qualitative portion further investigated the ways students used Web 2.0 technologies in their language learning and their perceptions. All statistical analysis were conducted with SPSS using a repeated measures 2 X 2 ANOVA with pretest/posttest as the within subject factor and Web 2.0/non Web 2.0 enhanced courses and beginning/intermediate levels as the between subject factors. The data indicates a significant main effect of time was present, [F(1, 116) = 554.259 p < .001]. The data also indicates that there was a 2-way interaction of time x group, [F(1, 116) = 19.41 p