An Analysis of the Effects of Interactivity on Academic Achievement and Attitude Towards Spanish in High School Spanish Second-Language Distance-Learning Introductory Courses

Dr.Sol A. Tejera

March 7, 2007

This study focused on the importance of interactivity in a distance-learning environment and its effect on student academic achievement and student attitude towards Spanish.  The study used a quasi-experimental design to evaluate students based on required verbal interaction, optional verbal interaction, and no-verbal interaction.  Students were administered a pretest, quizzes and tests to measure academic achievement, and an attitude-towards-Spanish questionnaire.  The scores on the pretest were treated as a covariate to control for pre-existing difference between groups.  ANCOVA, ANOVA, split-plot ANOVA, Spearman's Rank Order of Correlation, Pearson Product Moment Test of Correlation, and stepwise regression were used to analyze the data.

Based on the analysis of the statistical findings, the study found that students in the required verbal interaction classes scored significantly higher than students in the optional verbal interaction class. Students had a more positive attitude and scored higher in academic achievement when they were required to participate than when participation was optional.  When comparing male and female scores, females scored significantly higher in academic achievement than males regardless of the interactive environment. Students in the non-interactive schools scored significantly higher in attitude than students in the interactive class.  The study also found a significant positive correlation between academic achievement and attitude towards Spanish.