Date

4-2014

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Jennifer Courduff

Keywords

audio, comprehension, eBooks, motivation, reading, remedial

Disciplines

Curriculum and Instruction | Education | Educational Assessment, Evaluation, and Research | Educational Methods | Higher Education | Instructional Media Design

Abstract

This quasi-experimental pretest, posttest nonequivalent control group study investigated the comprehension scores and motivation levels of post-secondary remedial reading students in a two-year technical college in Northwest Georgia using an eBook, an eBook with audio, and a print book. After reading a module on Purpose and Tone in the three book formats, data was collected from a convenience sample of 67 participants. Data consisted of reading comprehension scores taken from a pretest and posttest and reading motivation scores taken from a pre-survey and post-survey. The pretest and pre-survey were not used as covariates in the final analyses as they were not found to significantly influence the variables in the study. A one-way ANOVA was conducted on reading comprehension posttest results and indicated no statistically significant difference among book format groups. A MANOVA was conducted on reading motivation post-survey results. Pillai's Trace was used to assess for equality of group means, a significant difference was found between groups on combined dependent variables. Univariate ANOVAs were run on each dependent variable and tested at an adjusted level of .025. Using the adjusted alpha level, none of the univariate ANOVAs reached significance. This study indicates using eBooks with audio in the college classroom may assist professors and students in providing an alternate method for delivering information and thus impacting reading comprehension, reading motivation, and college completion.

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