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.