Title
Social Media and Academic Performance: Assisting Academic Achievement for English Language Learners
Date of Award
Winter 12-15-2018
Document Type
Dissertation
Degree Name
Doctorate of Education, Ed.D.
College
College of Education
Department
Education
First Advisor
Nicholas Markette, Ed.D.
Second Advisor
Donna Graham, Ph.D.
Third Advisor
Yvette Ghormley, Ph.D.
Abstract
The purpose of this quantitative retrospective, causal-comparative study was to examine what, if any, statistically significant difference existed between Measures of Academic Progress (MAP) mathematical and reading achievement of English Language Learners (ELL) in a school using Seesaw—a social media platform—and those in a school not using Seesaw in an elementary school setting in Northern California. The population of ELL third and fourth-grade students within each participating school was 52, for a total of 104 participants. All ELL students in this study come from Spanish speaking homes and were Spanish speakers. Collection of data occurred through the MAP Growth assessments. Once both schools administered the assessments, the data were compared through a two-sample t-test. The archival data from both schools were analyzed and the data supported the alternate hypothesis that there was statistically significant difference exists between MAP mathematical and reading achievement of ELL students in a school using Seesaw and those in a school not using Seesaw in an elementary school setting in Northern California. Recommendations for further research include allowing for a longer period of time besides one school year, and a larger study using other, but similar platforms to obtain specific data regarding the use of Seesaw within the classroom.