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STUDENT ACHIEVEMENT USING WEB 2.0 TECHNOLOGIES: A MIXED METHODS STUDY

Dallas Malhiwsky, Ph. D.

University of Nebraska, 2010

Adviser: Aleidine J. Moeller

The need for proficient speakers of multiple languages has emerged as a result of

political and economic forces in the last decade driving the challenge to find effective and

efficient way to teach and learn languages. The past decade has brought numerous

innovations and advances in the area of technology, which have changed the role from

one of consumer of knowledge to one of producer of knowledge which has

revolutionized the delivery of education.

The purpose of this mixed method study was to determine the effect of Web 2.0

technologies on student achievement. The quantitative portion of the study examined

specifically student achievement based on pretest and posttest scores and examined the

level of classroom community, connectedness and learning as reported by the students.

The qualitative portion further investigated the ways students used Web 2.0 technologies

in their language learning and their perceptions.

All statistical analysis were conducted with SPSS using a repeated measures 2 X

2 ANOVA with pretest/posttest as the within subject factor and Web 2.0/non Web 2.0

enhanced courses and beginning/intermediate levels as the between subject factors. The

data indicates a significant main effect of time was present, [F(1, 116) = 554.259 p <

.001]. The data also indicates that there was a 2-way interaction of time x group, [F(1,

116) = 19.41 p <.001] which was significant.

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