| This quasi-experimental study was designed (1) to compare the effectiveness of videotaped language arts instruction to non-videotaped language arts instruction under the supervision of trained substitute teachers and (2) to determine if the frequency of discipline reports was more prevalent in videotaped language arts instruction than the non-videotaped language arts instruction. The purpose of this study was to compare two methods of instructional delivery that can be administered by a trained substitute teacher when the classroom teacher is absent and to determine which method was more effective for student achievement and behavior. Research indicates that students receive instruction from substitute teachers approximately one academic school year over the course of their kindergarten through twelfth (K--12) grade experience (Cardon, 2002). The lack of substitute teacher training available to substitute teachers by local school districts is compromising the educational experience of K--12 students across the nation. During the era of high stakes testing and the No Child Left Behind Act, educational leaders are compelled to exhaust all avenues when providing quality educational experiences in the absence of the classroom teacher. Based on an independent t-test for sixth, seventh, and eighth grade students in this quasi-experimental study, there was a significant increase in the mean scores on the independent worksheets of videotaped language arts instruction (intervention group) compared to the non-videotaped instruction (control group). These findings will potentially enhance the related literature regarding technology-based instruction, specifically videotaped language arts instruction in K--12 education. |
