Abstract
The purpose of this study was to explore the effects of enhanced element-managed instruction integrated with tablet-PC-based collaborative polling on fifth graders' sight-word reading performance. Participants were 164 fifth graders enrolled in an elementary school in Taiwan. The duration of the experiment was 35 minutes. Enhanced element-managed instruction with tablet-PC-based collaborative polling was applied in the experimental group, while traditional presented instruction with tablet-PC-based collaborative polling was applied in the control group. Data collected from learners' pre-test, post-test and delayed post-test scores were analysed with ANCOVA and repeated measures ANOVA. The results indicated that the performance of students with lower achievement was improved significantly in the experimental group. Within the group, learning performance was improved in the experimental group, while no significant effect was found in the control group. According to the above results, the study also made suggestions on future research and teaching as a reference.
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