Efficacy of a Direct Learning Tool for Deaf and Hard of Hearing StudentsBrian Trager

Raja Kushalnagar

Rochester Institute of Technology

RIT FITL 2011 - May 25, 2011

C2Learn C2Learn C2Learn C2Learn C2Learn C2Learn C2Learn C2Learn C2Learn C2Learn C2Learn C2Learn C2Learn C2Learn C2Learn

Direct Learning Direct Learning Direct Learning Direct Learning Direct Learning Direct Learning Direct Learning National Technical Institute for the Deaf National Technical Institute for the Deaf National Technical Institute for the Deaf National Technical Institute for the Deaf National Technical Institute for the Deaf National Technical Institute for the Deaf

“Pictures, beside the pleasure they give, act as definers of the text, and convey far more correct ideas than could be gained from words alone.”

– James H. Logan (1870)

Rochester Institute of Technology

Learning Styles

Three different learning styles auditory, visual, kinesthetic

Deaf students – Inherently visual learners due to sensory compensation

Visual learners – Want to see the process of how things are done.

“Can I see that again?”

Presentation should show clear demonstrations Concrete examples, graphs, charts, visual representations of abstract

concepts

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See To Learn

Solely rely on vision to gather information

Adequate time needed to gather all information

Several visual sources of information: Visual presentation (PowerPoint, Whiteboard, video

without CC)

Interpreter/ C-Print

Instructor

Visual dispersion

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Interpreter

Projection Screen

Instructor

Whiteboard

Monitor

Direct vs. Mediated Instruction

Direct instruction Information from an instructional source is

presented directly to the audience

Mediated instruction Information is presented through an interpreter

Usually in mainstream environment

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Direct vs. Mediated InstructionComprehension test of lecture

content (Marschark & Sapere, 2004) Highly qualified interpreter provided

Deaf students consistently scored lower than hearing peers

Access services are not at fault Direct instruction cannot be replicated with

mediated instruction even under optimal conditions

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Relational vs Item-specific processing Relational processing

Ability to relate distinctive concepts/ideas

Item-specific Individual ideas/concepts

Deaf individuals appear to be item-specific (Marschark, 2002)

Programming concepts such as objects and classes require relational processing

Deaf and hearing score equally when recalling individual items

Deaf lag behind hearing peers when recalling ideas in relationship to each other

Instructional Tool Study

Study conducted by Dowaliby and Lang (1999)

Various multimedia strategies examined

11 lessons on the human eye

144 deaf participants Split into three categories based on their reading

skills (low, middle, high)

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Instructional Tool Study

Text Only – deaf participants scored 6.9

Adjunct questions proved to be the most effective tool of all the conditions (2.8 points increase)

An increase of 3.7 from text only to full

Low reading skills scored higher with full adjunct aids than high skilled readers with text only

Instructional tool proven to be effective with increase of scores between pretest and posttest

Adjunct questions most effective for low to moderate skilled readers

Sign movies most effective for highly skilled readers

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C2Learn Application

User-driven application

Four lessons: focuses on decisions and advanced decisions in Java

Average of 12 “slides” for each lessons

50+ minutes of video

30+ adjunct questions

10+ animated examples

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Methodology

Research study undertaken to investigate the effectiveness of the C2Learn software

41 Participants – Deaf and hard-of-hearing students registered in either introductory programming courses or similar bridge course

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Methodology – Cont’d.

Test #1 – Administered before C2Learn software was given to participants

Learning Tool – Participants were informed to start with if statement module

Test #2 – Administered when participants completed all modules in C2Learn software

Learning Tool Survey – Inquire thoughts and gather feedback

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Test Results

Each test has 14 questions

One point is given for each question that is answered correctly

A combination of multiple-choice questions and fill-in-the-blanks

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1 20

10

20

30

40

50

60

70

80

90

100

50%

60%

Average Percentage

Test

Test

Score

(P

erc

en

tag

e)

Comparison of average test scores (percentage) among participants

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Gain Scores Gain Scores

Hearing Instructor

CP* Mean Std. Error

ASL 2.000 0.672

SimCom 3.000 1.778

Oral 4.000 1.778

Cohen’s d = -0.61

Deaf Instructor

CP* Mean Std. Error

ASL 1.267 0.459

SimCom 0.833 0.513

Oral 2.000 0.759

*- Communication Preference

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Further Analysis

Split two groups based on scores Low scoring group

High scoring group

High scoring group showed medium size effect Cohen’s d = 0.58618572

Low scoring group indicated a high size effect Cohen’s d = 0.86822513

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Low Scorers High Scorers0

2

4

6

8

10

12

Pre-TestPost-Test

Test Results Conclusion

Low performing learns benefit most from C2Learn

Communication preferences has no effect on results

This approach may be applicable to ESL students and visual learners in general

Rochester Institute of Technology

References Dowaliby, F., & Lang, H. (1999). Adjunct aids in instructional prose: a multimedia study with

deaf college students. Journal of deaf studies and deaf education, 4(4), 270-82. doi: 10.1093/deafed/4.4.270.

Lang, H. G. (2002). Higher education for deaf students: research priorities in the new millennium. Journal of deaf studies and deaf education, 7(4), 267-80. doi: 10.1093/deafed/7.4.267.

Marschark, M., Pelz, J. B., Convertino, C., Sapere, P., Arndt, M. E., & Seewagen, R. (2005). Classroom Interpreting and Visual Information Processing in Mainstream Education for Deaf Students: Live or Memorex(R)?. American Educational Research Journal, 42(4), 727-761. doi: 10.3102/00028312042004727.

Marschark, Marc, Leigh, G., Sapere, Patricia, Burnham, D., Convertino, Carol, Stinson, M., et al. (2006). Benefits of sign language interpreting and text alternatives for deaf students’ classroom learning. Journal of deaf studies and deaf education, 11(4), 421-37. doi: 10.1093/deafed/enl013.

Marschark, Marc, Sapere, Patricia, Convertino, Carol, & Pelz, J. (2008). Learning via direct and mediated instruction by deaf students. Journal of deaf studies and deaf education, 13(4), 546-61. doi: 10.1093/deafed/enn014.

McKinney, D., & Denton, L. (2004). Houston, we have a problem: there’s a leak in the CS1 affective oxygen tank. Proceedings of the 35th SIGCSE Technical Symposium on Computer Science Education (pp. 236-239). doi: http://doi.acm.org/10.1145/971300.971386.

Paul, P. V., & O’Rourke, J. P. (1988). Multimeaning Words and Reading Comprehension: Implications for Special Education Students. Remedial and Special Education, 9(3), 42-52. doi: 10.1177/074193258800900308.

Thomas, L., Ratcliffe, M., Woodbury, J., & Jarman, E. (2002). Learning styles and performance in the introductory programming sequence. Proceedings of the 33rd SIGCSE technical symposium on Computer science education (Vol. 34, p. 33–37). ACM. doi: 10.1145/563517.563352.

Traxler, C. B. (2000). The Stanford Achievement Test, 9th Edition: National Norming and Performance Standards for Deaf and Hard-of-Hearing Students. Journal of deaf studies and deaf education, 5(4), 337-48. doi: 10.1093/deafed/5.4.337.

Rochester Institute of Technology

Questions???