Ed.D. Dissertations

Date of Award

Winter 12-15-2018

Document Type

Open Access Dissertation

College

College of Education

Department

Education

Degree Name

Doctorate of Education, Ed.D.

Faculty Chair

Nicholas Markette, Ed.D.

Content Specialist

Donna Graham, Ph.D.

Content Reader

Yvette Ghormley, Ph.D.

Keywords

ELLs and social media, elementary students and social media, ELLs and Seesaw, elementary schools and social media

Abstract

The purpose of this quantitative retrospective, causal-comparative study was to examine what, if any, statistically significant difference existed between Measures of Academic Progress (MAP) mathematical and reading achievement of English Language Learners (ELL) in a school using Seesaw—a social media platform—and those in a school not using Seesaw in an elementary school setting in Northern California. The population of ELL third and fourth-grade students within each participating school was 52, for a total of 104 participants. All ELL students in this study come from Spanish speaking homes and were Spanish speakers. Collection of data occurred through the MAP Growth assessments. Once both schools administered the assessments, the data were compared through a two-sample t-test. The archival data from both schools were analyzed and the data supported the alternate hypothesis that there was statistically significant difference exists between MAP mathematical and reading achievement of ELL students in a school using Seesaw and those in a school not using Seesaw in an elementary school setting in Northern California. Recommendations for further research include allowing for a longer period of time besides one school year, and a larger study using other, but similar platforms to obtain specific data regarding the use of Seesaw within the classroom.

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Education Commons

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