Date

2017

Author

Kamalı Arslantaş, Tuğba

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The main aim of this study was to design, develop and test the instructional effectiveness of web-based English vocabulary drill program developed for 8th grade visually impaired students. In this respect, this study focused on the design principles of the program and the contribution of the study on student success on spelling and semantics. The instructional model guiding the development process of the program was Rosenshine’s explicit teaching model. Depending on the nature of the study, design-based research (DBR) framework with qualitative approach was used. Under the DBR framework, single-subject research design was applied with one pilot study and three cycles. Iterative cycles included face to face lectures and applied from October 2015 to February 2016. There were three groups of participants in the study as students, experts, and families. The data were collected through interviews, observations, and vocabulary and retention tests. Collected data were analyzed with both qualitative and quantitative data analysis techniques. The results of this study revealed important findings for researchers, educators and teachers of students with visual impairments. Qualitative data analysis revealed that the designed program was accurate, appropriate and accessible especially in underlining design considerations. Additionally, affordances of the study for VI students were identified as facilitating learning progress, effective presentation of the content and ensuring better educational performance. On the other hand, there were challenges as technical issues and low level knowledge of students. Quantitative findings revealed that students showed substantial progress on the vocabulary tests and maintained their achievements after the study.

Subject Keywords

Writing., Agraphia., Web-based instruction., Educational technology., People with visual disabilities., Computer-assisted instruction.

URI

http://etd.lib.metu.edu.tr/upload/12621331/index.pdf
https://hdl.handle.net/11511/26939

Collections

Graduate School of Natural and Applied Sciences, Thesis