Date of Award

Spring 2-6-2017

Degree Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Education and Human Development

First Advisor

Lee Ann Townsend

Abstract

School classrooms today are immersed with technology and learning management systems that provide teachers with tools to organize their classroom. However, many teachers do not know the capabilities of these LMS programs to differentiate instruction and tailor learning to meet the needs of every student in the classroom. This mixed methods study investigated the impact on student achievement of a Learning Management System called Schoology. The study also examined the Learning Management System’s ability to effectively differentiate instruction to meet the needs of all learners as a means to increase student achievement. Culminating assessment scores were compared from a prior unit without student completion requirements to a unit with 100% mastery student completion requirements. Additionally, participating students took part in a 10 question survey that asked them to share their opinion and experience with Schoology. Results suggest Schoology as an effective learning instrument for students in the classroom. Quantitatively, students are seeing higher assessment scores when given student completion requirements such as 100% mastery. Qualitatively, the survey shows students are recognizing the ability of Schoology to aid in their individual learning, allowing them to pace their own learning in the classroom.

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