1. Use of TED-ED presentations To increase student Performance Lisa M. Williams December 12, 2014

2.  The purpose of this study is to determine the effect of preparing a TED-ED presentation upon exam scores of eastern Kentucky students.

3.  The Use of Technology in the classroom is an ongoing strategy in education  Teaching to Learn with the use of peer tutoring has long been used to enhance student learning.  The effects of peer tutoring have been a one sided area of study  There are effects on the student tutoring as well as the student being tutored.

4. TED-ED offers the opportunity to incorporate technology and teaching to learn to facilitate the enhancement of student mastery

5.  Standardized state testing scores will be higher for students who perform a TED-ED presentation.

6.  The participants in the study are two classes that participated in TED-ED Clubs as part of courses.

7.  Language Mechanics scores will be compared using data from 10 th grade PLAN (pre-test) and 11 th grade ACT (post-test) in the English component.  Writing scores will be compared using the On- Demand Writing component of KPREP from 10th grade (pre-test) to 11 th grade (post-test).  The grades of individual students on the TED- ED Speech (using the argumentative writing/speech rubric) will be compared to their final grades in the course.

8.  Language Mechanics scores were compared using data from 10 th grade PLAN (pre-test) and 11 th grade ACT (post-test) in the English component. Sixty-four percent of the students for which both data were available (total of 28 students) showed growth in pre-and-post scores. Of these, 39% (9 students) were at benchmark for English.

9.  Writing scores were compared using the On- Demand Writing component of KPREP from 10th grade (pre-test) to 11 th grade (post-test). Of the 29 students for which data from both assessments were available, 66% showed at least one level growth and 41% were Proficient.

10.  Forty-eight percent of the class had higher grades on their TED speeches than their final grade in the class. Another 48% had commensurate scores on the speech and the final grade. One student had a higher final grade than on his TED speech.  It also bears note that 100% of the inclusion students showed growth and two of them (50%) were proficient.

11.  There was improvement shown for students who participated in the TED-ED club activities showing that it was effective in improving student understanding and performance.

12.  For future study, it is important to discern the effects of the TED-ED presentations alone in student performance. This can be done by a more focused study with pre-tests and post- tests without other contributing factors with a control group that eliminates more variables such as class discussions and other activities that may have been done in class that also contributed to the success shown.

13.  Learning is an interactive process that takes place through experiential activities. The activities involved in Teaching-to-Learn enabled students to gain better understanding and performance when measured by standardized testing and could be expanded to encompass many topics and students at many levels.