The Effects of the Use of Renzulli Learning on Student Achievement in Reading Comprehension, Reading Fluency, Social Studies, and Science

dc.creator	Gara B Field
dc.date	2009-03-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:05:16Z
dc.date.available	2015-07-20T22:05:16Z
dc.identifier	10.3991/ijet.v4i1.629
dc.identifier	1863-0383
dc.identifier	https://doaj.org/article/fedd77b80b8f4e569852c5be86017901
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/9631
dc.description	Renzulli Learning is an on-line educational profile and educational learning system designed to match student interests, learning styles, and expression styles with a vast array of educational activities and resources designed to enrich and engage students’ learning process. In this experimental study, quantitative procedures were used to investigate the use of Renzulli Learning on oral reading fluency, reading comprehension, science achievement, social studies achievement of 383 elementary and middle schools students. The research took place in two schools, an urban middle school in Georgia where half of all students are considered to be at risk due to poverty or other factors, and a suburban elementary school in southern California. Students in grades 3 5 (n = 185) and grades 6 8 (n = 198) were randomly assigned to use Renzulli Learning for 2-3 hours each week for a 16-week period. Students in the treatment groups were compared to students who did not have the opportunity to use Renzulli Learning in control classes in the same schools. A two-way repeated-measures ANOVA was used to explore differences between treatment and control students. After 16 weeks, students who participated in Renzulli Learning demonstrated significantly higher growth in reading comprehension (p < .001), significantly higher growth in oral reading fluency (p = .016), and significantly higher growth in social studies achievement (p = .013) than those students who did not participate in Renzulli Learning.
dc.language	English
dc.publisher	kassel university press GmbH
dc.relation	http://online-journals.org/i-jet/article/view/629
dc.relation	https://doaj.org/toc/1863-0383
dc.rights	CC BY
dc.source	International Journal of Emerging Technologies in Learning (iJET), Vol 4, Iss 1, Pp 29-39 (2009)
dc.subject	internet
dc.subject	technology
dc.subject	reading
dc.subject	comprehension
dc.subject	reading
dc.subject	fluency
dc.subject	learning
dc.subject	Technology (General)
dc.subject	T1-995
dc.subject	Technology
dc.subject	T
dc.subject	DOAJ:Technology (General)
dc.subject	DOAJ:Technology and Engineering
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Technology (General)
dc.subject	T1-995
dc.subject	Technology
dc.subject	T
dc.subject	DOAJ:Technology (General)
dc.subject	DOAJ:Technology and Engineering
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Technology (General)
dc.subject	T1-995
dc.subject	Technology
dc.subject	T
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Technology (General)
dc.subject	T1-995
dc.subject	Technology
dc.subject	T
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Technology (General)
dc.subject	T1-995
dc.subject	Technology
dc.subject	T
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	The Effects of the Use of Renzulli Learning on Student Achievement in Reading Comprehension, Reading Fluency, Social Studies, and Science
dc.type	article