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Teaching social studies to learning disabled high school students: effects of a hypertext study guide
Author(s) -
Horton Steven V,
Boone Randall A,
Lovitt Thomas C
Publication year - 1990
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/j.1467-8535.1990.tb00283.x
Subject(s) - test (biology) , hypertext , reading comprehension , remedial education , multiple choice , comprehension , class (philosophy) , psychology , reading (process) , mathematics education , control (management) , computer assisted instruction , computer science , artificial intelligence , world wide web , paleontology , political science , law , biology , programming language
This study investigated the effectiveness of a computer‐based study guide using hypertext software to increase textbook comprehension among four learning disabled students enrolled in a remedial high school social studies class. The program provided four levels of instructional cues that matched students to their highest level of independent interaction with a textbook passage, based on item‐to‐item responses to computer‐generated questions. Using alternative forms of a 45‐item multiple‐choice test, a pre‐test/post‐test design was arranged, with a retention test given after a 30‐day period. Fifteen questions were designated as control items by placing them in the 45‐item tests but not in the computer treatment. The computer program consisted of three separate lessons administered across consecutive class sessions, with each followed by a written 15‐item multiple choice test containing 10 computer questions and 5 control items. Results indicated a significant gain for pupils on computer items from pre‐test to post‐test and from pre‐test to retention test, while no significant change occurred on control items across measures. A single‐case analysis revealed a consistent relationship between gain scores on computer items, reading time on computer, and the number of instructional cues required by students. Two types of non‐linear pathways that teacher might consider when constructing study guides are discussed.