Achievement in Spanish Class for Middle School Students through eLearning


Author/Creator ORCID





Masters of Education

Citation of Original Publication


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The purpose of this study was to determine whether the type of delivery of virtual instruction would affect the achievement of middle school students in Spanish class. The study was conducted with seventy-eight Middle School students enrolled in 8th grade located in Baltimore County, MD. This study evaluated students’ Spanish speaking assessments when lessons were provided with asynchronous as compared to synchronous instruction. Analysis was conducted with a dependent samples t-test. Results suggest that students who in a synchronous class scored higher than students in an asynchronous class. Overall, data indicate that students who took the asynchronous class had more difficulty familiarizing themselves with the structure and pronunciation of words. It appeared that students receiving synchronous instruction were more confident in their Spanish speaking skills.