The Effect of Journal Writing on Student Achievement in Mathematics
Author : Maria Scott
Publisher :
Page : 52 pages
File Size : 49,74 MB
Release : 2002
Category : Diaries
ISBN :
Author : Maria Scott
Publisher :
Page : 52 pages
File Size : 49,74 MB
Release : 2002
Category : Diaries
ISBN :
Author : Deborah L. Sanders
Publisher :
Page : 106 pages
File Size : 33,27 MB
Release : 1997
Category : Academic achievement
ISBN :
Investigates the effect of journal writing on the achievement of high school precalculus sudents.
Author : Louise E. Miller
Publisher :
Page : 98 pages
File Size : 48,23 MB
Release : 1997
Category : Academic achievement
ISBN :
Investigates the impact of journal writing on the test scores of seventh-grade mathematics students.
Author : Jane LaMarra
Publisher :
Page : 128 pages
File Size : 30,14 MB
Release : 1996
Category : Diaries
ISBN :
Author : Rihab Izzat Abu Zein
Publisher :
Page : 242 pages
File Size : 36,5 MB
Release : 1997
Category :
ISBN :
This study investigated the effect of journal writing in mathematics classes on achievement in and attitude towards mathematics. Achievement included school mathematics achievement, conceptual understanding, procedural knowledge, problem-solving, and mathematical communication. The differential effect of gender, program, level of writing achievement, and level of mathematics achievement were also investigated. The study was conducted on students in four sections in the first intermediate classes at the International College in Beirut, two of these sections are in the French program and the other two in the English program. The subjects were 104 students (59.6% boys) equally distributed to the four classes. At the beginning of the year, the school randomly assigned the subjects to four classes in the English program, and three classes in the French program. For the purpose of this study, two sections from each of the programs, were randomly assigned to be the treatment and control groups respectively. The subjects in the journal writing group (treatment group) wrote in their journals three times a week for a twelve-week period, while the students in the non-journal writing group (control group) were given drill exercises. Conceptual understanding, procedural knowledge, problem-solving, mathematical communication, school mathematics achievement, and attitude towards mathematics were measured by pre- and posttests. Two-way multivariate analysis of covariance was used to test the hypotheses with pretests scores as covariates. These analyses were repeated for gender, program, level of writing achievement, and level of mathematics achievement. The students' evaluation of the journal writing experience was qualitatively studied. Results showed that journal writing had a significant effect on conceptual understanding, procedural knowledge, and mathematical communication, and no significant effect on problem-solving, school mathematics achievement, and attitude towards mathematics. No significant results were found for the interaction between journal writing and gender, program, level of writing achievement, and level of mathematics achievement. Students perceived the benefits of journal writing as a learning tool that enhances understanding and reflection on one's learning. It also provides the students the opportunity to give opinions and release frustration.
Author : Barbara Jean Loud
Publisher :
Page : 324 pages
File Size : 38,55 MB
Release : 1999
Category : Diaries
ISBN :
Author : Susan Eakes
Publisher :
Page : 134 pages
File Size : 48,63 MB
Release : 1995
Category : Math anxiety
ISBN :
Author : Leslie K. Ebersold
Publisher :
Page : 94 pages
File Size : 25,53 MB
Release : 1995
Category : Diaries
ISBN :
Author : Corinne Kallman
Publisher :
Page : 288 pages
File Size : 13,11 MB
Release : 1991
Category : Diaries
ISBN :
Author : Dianne Susan Patterson
Publisher :
Page : 86 pages
File Size : 34,46 MB
Release : 2000
Category :
ISBN :
This research focused on the impact journal writing had on achievement in mathematics. It was designed to determine if instructed based and writing in journals would improve achievement in mathematics. The subjects under investigation were 77 third graders enrolled in a rural elementary school in southeastern Ohio. One of the four classrooms in which the study was conducted was a self-contained classroom. The other three classrooms were departmentalized Mathematics classrooms. To measure gains in achievement in mathematics a pretest, posttest, and nonequivalent control group test was administered. An independent sample t-test of difference of means was used in this pretest, posttest, nonequivalent control group design. Results were obtained using the Crunch Statistical Package. It was concluded in the statistical analysis that instructed based and journal writing did not improve achievement in mathematics. Given a larger period of time, statistical information may have shown some gains for students who respond to instructed based and journal writing.