The Effect of the Use of Interactive Notebooks on 9th Grade Student Achievement
Loading...
Links to Files
Permanent Link
Collections
Author/Creator
Author/Creator ORCID
Date
2018-05
Type of Work
Department
Education
Program
Masters of Education
Citation of Original Publication
Rights
This work may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
Attribution-NonCommercial-NoDerivs 3.0 United States
Attribution-NonCommercial-NoDerivs 3.0 United States
Abstract
There is an increasing push for improvement in the academic performance of students across the nation. Researchers have shown that one way to achieve this is to help students become more organized in their gathering and reviewing of information. This study was done to determine whether using interactive notebooks would impact organization enough to increase the academic achievement of 9th grade students studying Biology. The null hypothesis was that there would be no difference in achievement between the students using interactive notebooks and those who did not. A pretest-posttest comparison was used to test the effectiveness of the interactive notebooks. Although both groups of students showed improvement after the quarterly exam was issued, the students who used the interactive notebooks throughout the quarter received higher scores and showed more improvement between their pretest and posttest data causing the null hypothesis to be rejected. This study therefore supported the use of interactive notebooks as a tool to help improve organization thus student achievement.