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dc.contributor.advisorDuCette, Joseph P.
dc.creatorKandi, Kamala M.
dc.date.accessioned2020-10-26T19:19:43Z
dc.date.available2020-10-26T19:19:43Z
dc.date.issued2013
dc.identifier.other870266785
dc.identifier.urihttp://hdl.handle.net/20.500.12613/1568
dc.description.abstractThis study examines the effect of a technology-based instructional tool `Geniverse' on the content knowledge gains, Science Self-Efficacy, Technology Self-Efficacy, and Career Goal Aspirations among 283 high school learners. The study was conducted in four urban high schools, two of which have achieved Adequate Yearly Progress (AYP) and two have not. Students in both types of schools were taught genetics either through Geniverse, a virtual learning environment or Dragon genetics, a paper-pencil activity embedded in traditional instructional method. Results indicated that students in all schools increased their knowledge of genetics using either type of instructional approach. Students who were taught using Geniverse demonstrated an advantage for genetics knowledge although the effect was small. These increases were more pronounced in the schools that had been meeting the AYP goal. The other significant effect for Geniverse was that students in the technology-enhanced classrooms increased in science Self-Efficacy while students in the non-technology enhanced classrooms decreased. In addition, students from Non-AYP schools showed an improvement in Science and Technology Self-Efficacy; however the effects were small. The implications of these results for the future use of technology-enriched classrooms were discussed.
dc.format.extent157 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectScience Education
dc.subjectEducational Technology
dc.subjectEducation, Secondary
dc.subjectAdequate Yearly Progress
dc.subjectCareer Goal Aspirations
dc.subjectContent Knowledge
dc.subjectScience Self-efficacy
dc.subjectTechnology Self-efficacy
dc.subjectVirtual Learning Environments
dc.titleIMPACT OF VIRTUAL LEARNING ENVIRONMENT (VLE): A TECHNOLOGICAL APPROACH TO GENETICS TEACHING ON HIGH SCHOOL STUDENTS' CONTENT KNOWLEDGE, SELF-EFFICACY AND CAREER GOAL ASPIRATIONS
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberSmith, Michael W. (Michael William)
dc.contributor.committeememberSchifter, Catherine
dc.description.departmentCITE/Mathematics and Science Education
dc.relation.doihttp://dx.doi.org/10.34944/dspace/1550
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreeEd.D.
refterms.dateFOA2020-10-26T19:19:43Z


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