"The Publisher Is Biased": Evaluating a Teacher-Led Intervention to Improve Students' Online Evaluation Practices

• In Event: Engaging the Educator: Technology and Cognition Research Developed for and Led by Teachers

Abstract

This study investigated the effects of a teacher-led intervention aimed at improving students’ critical online resource evaluation (CORE) practices for four diverse high school classes (i.e., public/private; English/French) in the Canadian, Québecois context. This mixed methods study used a single-group pretest-post-test design that utilized quantitative test scores, qualitative test responses, a demographic questionnaire, and an observation protocol. Results of a two-way mixed ANOVA indicated that the intervention had a significantly positive effect for students in private schools while for public school students, the effect was significantly negative, indicating an ordinal interaction for school type. Data from the observation protocols were used to explain the cause of this interaction. Implications for research and curriculum design are discussed.

Authors

• Julie Corrigan, Concordia University - Montreal
  Presenting Author

• Maria Jimenez, Concordia University - Montreal
  Non-Presenting Author

• Elena Forzani, Boston University
  Presenting Author

• Heike Neumann, Concordia University - Montreal
  Non-Presenting Author

• Kim McDonough, Concordia University - Montreal
  Non-Presenting Author