This presentation was shared by Wesley Fryer as his final dissertation defense in Curriculum and Instruction at Texas Tech University on November 18, 2011. The title of the dissertation was: Does the use of student summary lecture phonecasting relate to student academic achievement, controlling for the effects of prior academic differences?

1. Impact Analysis Of
Phonecasted Lecture
Summaries
a dissertation defense in curriculum & instruction
18 November 2011
by Wesley Fryer
College of Education
Texas Tech University
www.speedofcreativity.org
playingwithmedia.com
Friday, November 18, 11

2. download this dissertation:
http://tinyurl.com/ttu18nov
Friday, November 18, 11

3. a
proposed
study to
address
2 issues
www.flickr.com/photos/chrismar/3175643042
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4. www.flickr.com/photos/airgap/1896663780/
mobile computing revolution
0 1
lth1
e a
H
C M
U
e s:
r ad
d g
u te
strib
d i
el y
w id
www.flickr.com/photos/billhd/3048457153/
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5. <1>
Mobile Computing
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6. mobile computing revolution
www.pewinternet.org/Reports/2009/14--Teens-and-Mobile-Phones-Data-Memo.aspx
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7. by Quang Minh (YILKA)
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8. effective uses of mobile digital
devices for learning?
by kfisto
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9. Phonecasting
ipadio.com
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10. <2>
bad grades
(Health 101 @ UCM)
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11. widely distributed grades: UCM Health101
www.flickr.com/photos/jeffozvold/2253126009
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12. Friday, November 18, 11

13. Purpose of the Study
This study is an attempt to elaborate on and clarify the link
between an instructor’s use of summary lecture
phonecasting as a required course assignment and students’
academic achievement in the course. Specifically, this study
seeks to use the theory of constructivism as a rationale for
a hypothesis which relates the use summary lecture
phonecasting to student achievement, controlling for pre-
existing academic differences for students enrolled in
HEALTH101 taught by the same instructor at USM in
spring 2008, fall 2008, and spring 2009.
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14. Variables
IV = summary phonecasting (the nominal variable of
summary lecture phonecasting, utilized in course
sections of HEALTH101 in spring 2009, but not in fall
2008 or spring 2008)
DV = student achievement (final grades earned by
students in HEALTH101)
Intervening Variable = students’ pre-existing academic
differences (students’ entering ACT scores & ACT
math scores)
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15. Design
This ex post facto quantitative study will
utilize a quasi-experimental, posttest-only
with nonequivalent groups research design
(Cook & Campell, 1979).
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16. Al
so
Instructor Utili
end-of-course ze
d:
survey
Instructor
Interview
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17. Importance of the Study
UCM faculty and students (Health 101)
educators everywhere
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18. Research Question
Does the use of student summary lecture
phonecasting relate to student academic
achievement, controlling for the effects of
prior academic differences?
Research Hypothesis
There is no significant difference in final
grade, as a numeric score, between
students taught in a classroom utilizing
student summary lecture phonecasting
and students taught in a traditional
classroom setting.
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19. ANCOVA
www.flickr.com/photos/jgrow217/1332837990
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20. Terms
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21. Literature Review Elements
Bloom’s Taxonomy
technology
previous studies of
access &
podcasting, phonecasting,
student
& lecturecasting
achievement
Dewey / freshman
Friere dropouts
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22. !
!
old new
en.wikipedia.org/wiki/File:Blooms_rose.svg
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23. “active creation of knowledge
products by students facilitates
retention and transfer of
information...”
Mayer and Wittrock (1996) & Airasian et al. (2000)
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24. brianakira.wordpress.com/2010/06/30/black-slavery/
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25. technology access does not change learning outcomes
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26. previous studies...
lecturecasting podcasting phonecasting
no sig. impact
on didn’t study
no sig. impact student achivement student
on achievement
Lazzari (2008)
student achivement
didn’t study Schettini et al.
student (2010)
Cann (2007) achievement &
& Lee and Chan (2007) Wood (2010)
Deal (2007) &
Frydenberg (2008)
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27. Friday, November 18, 11

28. www.flickr.com/photos/scragz/91147636
freshman dropouts / attrition
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29. Results
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30. While the statistical analyses conducted in this
study failed to reject the null hypothesis (there
are no differences in student grades among
studied groups) with a finding of statistical
significance less than 0.1 or 0.05, results using
student ACT math scores as a covariate were very
close to statistical significance. When combined
with an analysis of the small effect size of the
study’s groups, discussed in more detail in
Chapter 5, the researcher finds a noteworthy
relationship between summary lecture phonecasting
and student achievement. From the perspective of
significance testing and quantitative analysis,
this relationship cannot be formally defined as
“significant.” As subsequent analysis details,
however, a relationship between these variables
is evident.
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31. The independent variable is defined as the
course section. This variable has two categories,
those receiving the special instruction and those not.
The dependent variable is defined as final
grades earned by students in HEALTH101. This
ordinal variable has a range five values: A, B, C, D, and
F. These grades will be converted to grade points of
4, 3, 2, 1, and 0, respectively.
The covariate is students’ entering ACT scores.
This variable will be used to statistically control
preexisting academic differences. (ACT math scores
also used)
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32. Effect Size: Cohen’s d of 0.167
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33. Friday, November 18, 11

34. Friday, November 18, 11

35. Friday, November 18, 11

36. Friday, November 18, 11

37. 2001 revision of Bloom's Taxonomy
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38. by jasoneppink
Alan Kay: “The predominant technology in the
classroom determines the predominant
learning task”
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39. by One Laptop per Child
transformative digital learning
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40. Survey & Interview Results
1.
Few Students Regularly Used Peer Created
Phonecasts
2.
Students Were Neutral About Benefits of
Phonecasting
3.
Phonecasts Were Challenging to Access
4.
Instructor Feedback and Oversight of
Phonecasts Needed
5.
Outside Assistance Critical for Phonecast
Configuration
6.
Suggestions for Project Improvement
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41. 9 recommendations
to improve future projects
1. provide headphones in labs
2. phonecast in 1:1 settings
3. use smartphones / iTunes
4. integrate in LMS
5. elective choice
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42. 9 recommendations
to improve future projects
6. technical support
7. vodcast option
8. instructor modeling
9. regular instructor oversight
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43. www.flickr.com/photos/skyloader/5032016079/
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44. Next steps:
Repeated study with larger sample size,
equivalent groups in control & treatment,
implementation of recommended best practices,
random assignment to treatment
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45. www.flickr.com/photos/frerieke/4022630591
www.flickr.com/photos/topgold/157218062
questions? comments?
Friday, November 18, 11

46. Impact Analysis Of
Phonecasted Lecture
Summaries
a dissertation defense in curriculum & instruction
18 November 2011
by Wesley Fryer
College of Education
Texas Tech University
www.speedofcreativity.org
playingwithmedia.com
Friday, November 18, 11