Book Description
Investigates if access to computers and educational technology outside of school would cause differences in mathematics achievement.
Author : Rebecca L. Martin
Publisher :
Page : 134 pages
File Size : 18,22 MB
Release : 2000
Category : Computer-assisted instruction
ISBN :
Investigates if access to computers and educational technology outside of school would cause differences in mathematics achievement.
Author : Thomas D. Warner
Publisher :
Page : 520 pages
File Size : 19,43 MB
Release : 1981
Category : Computer-assisted instruction
ISBN :
Author : Ryan Schaaf
Publisher : Corwin Press
Page : 221 pages
File Size : 11,13 MB
Release : 2014-06-05
Category : Education
ISBN : 1483375137
Integrate game-based learning for 21st Century skills success! This straightforward, easy-to-follow guide from experts Schaaf and Mohan helps you leverage technology students love best – digital video games. With step-by-step strategies, you’ll easily find, evaluate, and integrate gaming into your existing lesson plans or completely redesign your classroom. Teachers learn to use well-designed game elements to: Promote meaningful student buy-in Create student-centered, collaborative learning spaces Teach and assess 21st Century Fluencies aligned to Common Core State Standards Address multiple intelligences using research-based strategies Includes a detailed implementation outline. Create engaged, adventure-filled learning with this resourceful guide!
Author : LuAnn Hunt
Publisher :
Page : pages
File Size : 46,82 MB
Release : 1990
Category : Computer-assisted instruction
ISBN :
Author : Kenyatta Gilmore
Publisher :
Page : 91 pages
File Size : 18,2 MB
Release : 2018
Category : Computer-assisted instruction
ISBN :
The purpose of this correlation research study was to investigate the impact of computer-based learning on middle school math achievement of at-risk students. The participants for this study were drawn from a convenience sample of 83 middle school students located in southeastern Georgia. At-risk middle school students were achieving below their grade equivalent and failing to meet local and state proficiency standards. Computer-based instruction was implemented as an intervention to increase student achievement in mathematics. The study used a pretest-posttest control group design and used SPSS software to conduct the statistical analyses using an ANCOVA and t-test. The results indicated that the use of Math 180 did not result in a statistically significant increase in achievement of at-risk students. However, the observed power for each null hypothesis was very low, indicating the likelihood of a Type II error. Therefore, there may have been an effect of Math 180 on student achievement, but the sample sizes were too small to detect it. This type of intervention may be recommended for continued use; however, future research on other computer-based programs would be beneficial.
Author : Douglas A. Beck
Publisher :
Page : 74 pages
File Size : 47,84 MB
Release : 1995
Category : Computer-assisted instruction
ISBN :
Author : Paul Fontana
Publisher :
Page : 98 pages
File Size : 17,91 MB
Release : 1988
Category : Mathematics
ISBN :
Author :
Publisher :
Page : pages
File Size : 21,62 MB
Release : 2005
Category :
ISBN :
The purpose of this study was to explore the relationship between time spent on a computer managed integrated learning system entitled Accelerated Math and traditional mathematics instruction on achievement as measured by standardized achievement tests of elementary school students. The variables of ability level, special education, grade, socioeconomic status, gender, classroom teacher, school attended, and degree of implementation were also considered. The population consisted of 542 students who were sixth, seventh, and eighth graders during the 2003-2004 school year and took the TerraNova each year. Data were gathered that covered the three-year period beginning in 2001 and ending in 2004. A t test for independent samples, analysis of variance (ANOVA), and analysis of covariance (ANCOVA) were used to identify the relationship between variables. The researchers investigation of the relationship between Accelerated Math use and mathematics achievement might assist educators in planning for use of technology as a supplement to traditional instruction. The information gathered from this research might be beneficial to other school systems seeking information on the relationship between a computermanaged integrated learning system and math achievement. The findings in this study were mixed. The use of Accelerated Math was associated with no effects and negative effects depending on the degree of implementation. The findings indicated that there were measurable differences in the performance of students who received Accelerated Math compared to students who did not receive Accelerated Math. Students who did not receive Accelerated Math had higher overall scores than students participating in the intervention. The study indicated that gender, special education, and ability groups did not have a significant interaction with the intervention (participation in Accelerated Math). The research revealed that there was a socioeconomic status interaction intervention with prof.
Author : Stephanie Wilcox Hall
Publisher :
Page : 192 pages
File Size : 12,3 MB
Release : 2007
Category : Sixth grade (Education)
ISBN :
Author : Dana W. Yates
Publisher :
Page : 16 pages
File Size : 23,65 MB
Release : 2006
Category : Mathematics
ISBN :