Achievement in Spanish Class for Middle School Students through eLearning
Loading...
Links to Files
Permanent Link
Collections
Author/Creator
Author/Creator ORCID
Date
2021-05-06
Type of Work
Department
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
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.