Abstract
The purpose of this study was to evaluate a network-based hypertext discussion tool (HDT) for teaching literature to adolescents. The study sought to establish whether the incorporation of the HDT into the students' homework routine raised achievement over traditional discussion and text-based homework. A within-subjects repeated-measures reversal design was used to evaluate the effects of the tool as a supplement to classroom discussion. The effects of the instruction were measured using four curriculum-based measures of student achievement. Student feedback and attitude toward learning with the HDT were also gathered as part of the study. The results indicated that there were statistically significant improvements in achievement when the HDT was part of the instructional program that were not sustained in the reversal condition when the HDT was withdrawn yet recurred at comparable levels during a second intervention condition. Students reported improved allocation of time to homework and improved performance when instruction incorporated the HDT.
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