Document Type

Thesis

Date of Degree Completion

Summer 2017

Degree Name

Master of Education (MEd)

Department

Special Education

Committee Chair

Janet Spybrook

Second Committee Member

Sharryn Walker

Third Committee Member

Wendie Castillo

Abstract

ABSTRACT

The study compares two different classroom management strategies in a 5th and 6th grade classroom using an iPad based intervention. The students participated in 10 sessions of a language and grammar intervention on the Moby Max program. During five of the sessions, the teacher actively monitored the classroom, walking around the room, and redirecting students as necessary. For the other five sessions, the teacher used data from the intervention and monitored and redirected students from her computer screen.

The data collected included the number of corrections given to each student by the teacher, the number of minutes the program considered each student active, and the percentage of time during the session the student was engaged with their work. The average of each of these measurements over the five sessions for each student was compared across the two classroom management styles. A statistical t-test was calculated to ascertain if there was a meaningful difference between the two variations.

Of the three measurements taken, the percentage of focus time and the number of corrections were not found to have a statistical difference. The number of minutes of logged, however, was higher during the sessions when the teacher was actively monitoring.