Date

8-18-2022

Department

School of Education

Degree

Doctor of Education in Educational Leadership (EdD)

Chair

Shaunte’ Moore-Austin

Keywords

Interactive Textbook, Minorities, Community College

Disciplines

Education | Higher Education

Abstract

The purpose of this quantitative quasi-experimental study is to examine whether the use of interactive e-textbooks by community college minority students makes a difference in academic outcomes (as measured by final course test grades) and if the use of interactive textbooks could lead to course completion and terminal degrees. This study adds to the existing literature insight into alternative methods of increasing learning and developing positive attitudes among minorities in the community college setting. The sample population included minority students enrolled in a government class attending a community college in an urban area in South Florida. There were N = 118 students enrolled in the government class in which 55 (47%) used an interactive textbook, and 63 (53%) did not. The final grades of the students were collected at the end of the semester. The SALG instrument was administered at the beginning of the semester and the end. Final course test grades and student learning outcomes, as measured by the Student Assessment of Learning Gains Survey, were compared between students enrolled in a section that utilizes an interactive e-text book and those students enrolled in a section that does not. More research is needed concerning the use of digital textbooks to bridge the gap in educational outcomes between White and African American students. Although this study established that the use of interactive books does not result in improved performances, e-textbooks have enhanced access to education among minority students, and multi-media learning can effectively enhance students’ educational achievements.

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