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BrainPOP
IT instructional technologies in the classroom
In The Study of the Effectiveness of BrainPOP (2009) a multiscale tool to facilitate learning and assessment of curricula content is analyzed in the interest of development in education (SEG Research,2009). Designed to enhance student centered learning competencies in standardized education, BrainPOP stimulates instructional learning through web based, multi-media interactions and teacher guided interface.
From introductory lessons to complex subject matter, BrainPOP is in accordance with U.S. federal department of education standards, and offers a 'real time' compendium of searchable topics continuously advanced by educator contribution to its repository of data. The web based, animated instructional tool was used in a study of 1,100 students in 46 classrooms in Palm Beach County, Florida and New York City, New York (SEG Research, 2009). Outcomes to the experiment revealed that students were supported by the tool, and significantly improved SAT scores in Language, Reading Comprehension and Science, and with more moderate performance in Vocabulary.
In the control group, 16 of the 20 students studied in a convenience sample of 3rd and 5th graders resulted in recorded significance citing +.17 for Language, +.34 for Reading Comprehension and +.29 for Science, and with moderate gains in Vocabulary at +.09 improvements. A marked difference in improvement in the treatment group in comparison with the...
SAT performance amongst BrainPOP users advanced scores between 11 and 24 points. With statistical aggregation in ANCOVA, the study assessed outcomes between the two groups reporting universal outcomes to achievement, regardless of ethnicity, gender and other factors amongst users.
Teacher participation in the BrainPOP study was prefaced by an introduction to the rationale of the study, and designed to inform of the viability of multi-media learning technologies as enhancements to the classroom. Introduction of the instructional application during the educator phase of study extrapolated longitudinal data on teacher' perceptions was conducted prior to commencement of the study; and then subsequent to the end of the investigation. Perceptions of the instructional application at the outset of the study were positive, with increased response at the end: 90% of teachers reporting a "good" or "excellent" impact on student cognitive growth; correlated to a 90% outcome in student attitude in use value. Recommendation to school districts is intended to raise awareness about the effectiveness of the instructional application in enhancing student standardized test scores nationwide.
Outliers to the 2009 BrainPOP study, such as access to free lunch services, and inference to nutritional intake amongst students, did not have any have known impact on the findings. Use of a common metric in…
References
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Measuring Academic Growth in Students With Disabilities in Charter Schools. Education & Urban Society, 42 (4), 379-393.
Elliott, S.N. (2010).Effects of Using Modified Items to Test Students With Persistent Academic Difficulties. Exceptional Children, 76 (4), 475-495.
The Study of the Effectiveness of BrainPOP (2009). New Hope: SEG Research. Retrieved from: http://www.brainpop.com/about/research
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