The Effect of the Vocabulary Spelling City App on Student Performance in Spelling, Vocabulary, and Reading Comprehension in Grades 5-8 at Glenview Adventist Academy
type: CreativeWork
description: Problem and Purpose Students in fifth through eighth grades at Glenview Adventist Academy (GAA) presented difficulties in the subjects of spelling, vocabulary and reading comprehension. The school had not followed the previous 10-year trend of technology implementation in the classroom, in spite of conclusive research on its advantages. This study was conducted to determine to what extent teaching methodology and the use of technology could affect academic performance in the areas of spelling, vocabulary, and reading comprehension. Research on the implementation of software and the use of tablets (iPad Minis) in the classroom has been scarce and contradictory in the past decade (Heinrich, 2012; Roser, 2017). Hence, the need to conduct a study which would provide input in this area to guide future curriculum and technology implementation decisions for GAA and the Arizona Conference of Seventh-day Adventists Department of Education. Method A quantitative quasi-experimental design was utilized. Elementary students from Grades 5 through 8, enrolled at GAA during school years 2013–2016 (the experimental or technology group), were exposed to the use of the software Vocabulary Spelling City (VSC) through a technology medium named iPad minis. Students from the same grades from the other schools of the Arizona Conference of Seventh-day Adventist were chosen to be the control group. All students from the Arizona Conference of Seventh-day Adventists were tested academically in the areas of spelling, vocabulary, and reading comprehension using ITBS (Iowa Test of Basic Skills) during September and again in April for three consecutive years. SPSS software was used to enter the test results, and to conduct a sample paired t test, an analysis of covariance (ANCOVA), and a repeated measures of covariance. Findings A significant difference between groups was found among the students who experienced the technology intervention when compared to their performance during the previous yea…
abstract: Problem and Purpose Students in fifth through eighth grades at Glenview Adventist Academy (GAA) presented difficulties in the subjects of spelling, vocabulary and reading comprehension. The school had not followed the previous 10-year trend of technology implementation in the classroom, in spite of conclusive research on its advantages. This study was conducted to determine to what extent teaching methodology and the use of technology could affect academic performance in the areas of spelling, vocabulary, and reading comprehension. Research on the implementation of software and the use of tablets (iPad Minis) in the classroom has been scarce and contradictory in the past decade (Heinrich, 2012; Roser, 2017). Hence, the need to conduct a study which would provide input in this area to guide future curriculum and technology implementation decisions for GAA and the Arizona Conference of Seventh-day Adventists Department of Education. Method A quantitative quasi-experimental design was utilized. Elementary students from Grades 5 through 8, enrolled at GAA during school years 2013–2016 (the experimental or technology group), were exposed to the use of the software Vocabulary Spelling City (VSC) through a technology medium named iPad minis. Students from the same grades from the other schools of the Arizona Conference of Seventh-day Adventist were chosen to be the control group. All students from the Arizona Conference of Seventh-day Adventists were tested academically in the areas of spelling, vocabulary, and reading comprehension using ITBS (Iowa Test of Basic Skills) during September and again in April for three consecutive years. SPSS software was used to enter the test results, and to conduct a sample paired t test, an analysis of covariance (ANCOVA), and a repeated measures of covariance. Findings A significant difference between groups was found among the students who experienced the technology intervention when compared to their performance during the previous yea…
author: Lista, Fernando Oleynick
keywords: Spelling, Vocabulary, Reading, Grade Students, Glenview, Educational technology, Education, Educational Administration and Supervision
date published: 2021-01-01T08:00:00Z
date modified: 2026-07-24T00:53:34Z
provider: Andrews University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Andrews University