Students with learning disabilities perform significantly better in science when computer-based modules are included in the classroom, according to the results of a three-year study published in the International Journal of Science Education.
While all students improved, the study found those with learning disabilities improved greatly based on their online science units—an 18 percent increase. The researchers, from University of Oregon and Georgia Southern University, found that technology offers an engaging and motivating environment with definitions being read aloud, interactive diagrams, and digital note taking.
The study was reported on research news websites such as EurekAlert! and Science Daily, but among corporate news outlets, only Forbes reported it.
“Web-based Teaching Can Improve Science Understanding for Struggling Pupils,” EurekAlert!, February 12, 2018, https://www.eurekalert.org/pub_releases/2018-02/tfg-wtc020718.php.
“Web-based Teaching Can Improve Science Understanding for Struggling Pupils,” Science Daily, February 12, 2018, https://www.sciencedaily.com/releases/2018/02/180212084504.htm.
Student Researcher: Jayda Noyes (University of Regina)
Faculty Evaluators: Janelle Blakley and Patricia Elliott (University of Regina)