The study was conducted to determine whether Edmodo, an interactive digital platform that enables students and teachers to interact collaboratively, has an impact on student achievement. Teachers at an urban southeast middle school were given the opportunity to receive training in Edmodo and after doing so, agreed to participate in this study. A total of 207 seventh-grade students exposed to Edmodo were compared to 120 students who were not. An aptitude treatment interaction design applied through least squares regression was used to examine the joint impact of demographics (i.e., gender, ethnicity, English language learner status, special education status, and age relative to grade), initial ability, and exposure to Edmodo on students’ Florida Comprehensive Assessment Test scores in reading. The results of this study failed to identify a significant first or second order effect of Edmodo on students’ reading achievement. Among the demographic factors examined, only English language learner status was found to have a significant impact on student achievement. The impact of Edmodo may depend on the quality and quantity of its usage, as captured through a share score. Future studies should consider using causal modeling to explore that relationship. Efforts should be made to continue using the platform in order to realize the benefits associated with it. Future efforts should focus on gaining a deeper understanding of the way collaboration affects student achievement.
|Advisor:||Haley, Gordon R.|
|Commitee:||Booker, Jennifer J., Mushipe, Zuvarashe J.|
|School:||St. Thomas University|
|School Location:||United States -- Florida|
|Source:||DAI-A 76/12(E), Dissertation Abstracts International|
|Subjects:||Educational tests & measurements, Educational evaluation, Educational technology|
|Keywords:||Edmodo, Ict, Instructional technology, Platform, Regression, Student achievement|
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