The Effects of Interactive Word Walls on Science Assessments of Middle School Students in Special Education

Author/Creator

Author/Creator ORCID

Date

2017-05

Department

Program

Masters of Education

Citation of Original Publication

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Public Domain Mark 1.0

Abstract

The purpose of this study was to determine if sixth grade special education students in a co-taught setting using instruction with an interactive word wall, would show significant improvement on a unit posttest when compared to their pretest scores. The results of this study will indicate that there is no significant difference in the achievement level of sixth grade special education students on a science posttest after receiving interactive word wall instruction. To evaluate achievement in this study, the tools used were a pretest and posttest developed by the Anne Arundel County Public School’s Science Department. This study looked at the results of the two instruments used to measure academic growth during this unit. Posttest scores for students after interactive word wall instruction were significantly higher than pretest scores. It would be beneficial to conduct additional studies in this area because there are very few that measure the effects of interactive word walls on student achievement in science.