Date of Award

Spring 2021

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

William Morris

Abstract

The purpose of this mixed methods action research was to implement and evaluate the use of virtual interactive notebooks with gifted students in a 4th-grade social studies classroom. Specifically, this study focused on two overarching research questions: (a) how does the implementation of virtual interactive notebooks in an inquiry-based, constructivist learning environment impact the use of higher-order thinking skills (according to Webb’s Depth of Knowledge) of gifted learners in a fourth-grade social studies classroom and (b) how does the implementation of virtual interactive notebooks in an inquiry-based, constructivist learning environment impact motivation of gifted learners in a fourth-grade social studies classroom?

This study utilized technology and an inquiry-based approach to learning as students (n=23) created their own personalized virtual interactive notebooks. Qualitative and quantitative data was collected in order to determine the impact virtual interactive notebooks had on student use of higher-order thinking skills and student motivation. skills, student interviews, and a pre-and post-questionnaire on motivation. Specifically, data was analyzed through a convergent parallel mixed methods approach as it allows the researcher to merge both types of data to provide a comprehensive analysis of the study (Creswell, 2014). Quantitative data were analyzed using descriptive statistics and correlation tests. Qualitative data were analyzed through inductive and deductive coding. A thematic analysis of codes resulted in five themes: (1) student perceptions of themselves as learners evolved, (2) students experienced a shift in power from teacher to student, (3) students were empowered and motivated to learn through student choice, (4) students embraced, spoke, and lived the inquiry process, and (5) students experienced a shift in their knowledge acquisition process.

This study utilized technology and an inquiry-based approach to learning as students (n=23) created their own personalized virtual interactive notebooks. Qualitative and quantitative data was collected in order to determine the impact virtual interactive notebooks had on student use of higher-order thinking skills and student motivation. skills, student interviews, and a pre-and post-questionnaire on motivation. Specifically, data was analyzed through a convergent parallel mixed methods approach as it allows the researcher to merge both types of data to provide a comprehensive analysis of the study (Creswell, 2014). Quantitative data were analyzed using descriptive statistics and correlation tests. Qualitative data were analyzed through inductive and deductive coding. A thematic analysis of codes resulted in five themes: (1) student perceptions of themselves as learners evolved, (2) students experienced a shift in power from teacher to student, (3) students were empowered and motivated to learn through student choice, (4) students embraced, spoke, and lived the inquiry process, and (5) students experienced a shift in their knowledge acquisition process.

Findings indicate that virtual interactive notebooks improved student use of higher-order thinking skills and student motivation. Students were able to create personalized notebook pages that demonstrated their understanding of each topic. Students experienced individualized learning as they utilized choice in their personal inquiries. Students found having the freedom to engage in inquiries motivating to them as learners. Students utilized higher-order thinking skills as they conducted researched in their inquiry, synthesized information and formed a new understanding, and created their notebook pages. Implications and limitations of the study are provided.

Rights

© 2021, Brandy Cooper Meyers

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