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Listening to learn: a quantitative study of listening comprehension in the elementary classroom
Christy L. McKenna (author)Andrew Kitchenham (thesis advisor)Lantana Usman (committee member)Les Malbon (committee member)University of Northern British Columbia (Degree granting institution)
Master of Education (MEd)
1 online resource (vii, 81 pages)
The goal of this research study was to investigate listening comprehension and demonstrate how a listening comprehension intervention could lead to improvement. This study intended to contribute to the knowledge base of research with elementary-aged students while providing educators with guidance in teaching listening. Two Grade 5 classes comprised of the participant groups; one class served as the intervention group, while the other class served as the control group. This study followed a quantitative research methodology using a quasi-experimental design that included pretesting and posttesting in listening and reading. Statistical analysis using t-tests compared the groups. The findings of this study did not achieve statistical significance but resulted in several educational significances. The implications of this study indicate that the task of designing an age-appropriate course and measuring improvement is challenging. Subsequent research in the area of listening comprehension course development and test development for this age group is recommended.
Quantitative researchEducation, ElementaryListening comprehension--Study and teaching (Elementary)