This study investigates the effectiveness of an inquiry-based learning curriculum for middle school students with learning and/or attentional disabilities (LD and/or ADHD). The main questions asked were: To what extent can an inquiry-based learning curriculum focused on digital responsibility impact: (1) well-being; (2) smartphone usage; and (3) smartphone awareness among adolescents with LD and/or ADHD? Fifty middle school participants with LD and/or ADHD were divided into two groups, an experimental group and a control group. Findings showed a significant increase both in positive affect and in awareness of personal smartphone usage for experimental, but not control, participants, suggesting that inquiry-based learning may be an effective approach for teaching digital responsibility to students with LD and/or ADHD. Other findings indicated that social connectivity is a high priority for today's adolescents. Additional insights and implications are discussed.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc1609162 |
| Date | 12 1900 |
| Creators | Cockerham, Deborah Pyle |
| Contributors | Lin, Lin, Tyler-Wood, Tandra, Parsons, Thomas, Spector, Michael |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | vii, 127 pages, Text |
| Rights | Public, Cockerham, Deborah Pyle, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
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