A Comparison of Technological and Traditional Methods of Mathematics Instruction and Achievement of Sixth Grade Students PDF Download
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Author: Barney Hughes
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 132
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Book Description
This study ... compare[s] the effectiveness of the application of a technological system for teaching mathematics to the method of instruction presently used in the school system's mathematics program (hereafter referred to a traditional) for selected sixth grade students achieving in stanine 2, 3 and 4 according to the mathematics section of the California Test of Basic Skills.
Author: Barney Hughes
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 132
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Book Description
This study ... compare[s] the effectiveness of the application of a technological system for teaching mathematics to the method of instruction presently used in the school system's mathematics program (hereafter referred to a traditional) for selected sixth grade students achieving in stanine 2, 3 and 4 according to the mathematics section of the California Test of Basic Skills.
Author: Gene Loranger
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 55
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Book Description
This researcher conducted a study to compare two methods of teaching for community college students who engaged in a technical mathematics course taught through the use of Web-based instruction and in the traditional classroom setting. This research indicates that there is no significant difference in achievement when comparing the two teaching methods. The study noted that Web-based learning and technology is an excellent tool and should be considered where possible to supplement the traditional classroom learning experience or to use to accommodate those students with schedules that may not allow them to attend traditional classes during a specific time for a specified duration.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 732
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Book Description
Author: Eva L. Baker
Publisher: Psychology Press
ISBN: 9780805812466
Category : Education
Languages : en
Pages : 272
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Book Description
First Published in 1994. Routledge is an imprint of Taylor & Francis, an informa company.
Author: Lindsey J. Carlson
Publisher:
ISBN:
Category : McDougal Littell middle school math
Languages : en
Pages : 76
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Book Description
The intended purpose of this study was to analyze the differences between teaching mathematics to sixth grade advanced math students using the constructivist apporach, and then to compare this class with another sixth grade advanced math class who had been taught the same standards using traditional algorithms. These students were placed into different groups and worked collaboratively on different investigations [using Connected Mathematics 2] to discover the algorithms to simplify integer expressions. The data from this study was compared to other sixth grade advanced math students who had been taught algorithms using a traditional textbook [McDougal Littell Middle School Math. Course 3] with teacher led instruction. After analyzing the data, the results showed that there was no significant difference between the two methods of teaching. The test scores were similar despite the pedagogy used to teach the standards to the students.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 938
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Book Description
Author: Hsiu-Lan Ma
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 362
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1578
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Book Description
Author: Leah Katherine Reider
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 310
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Book Description
As online learning and traditional methodologies collide to create 21st-century educational delivery models, students with and without disabilities and their teachers are experiencing education in new ways. The purpose of this mixed methods study rooted in the pragmatic paradigm was to explore the relationships between several variables related to instructional methods and students' academic outcomes within an environment implementing a learning management system. Using a Convergent Parallel Design, quantitative data was collected using a pretest-posttest control-group design through administration of two forms of nationally norm-referenced diagnostic reading and mathematics assessments. Qualitative data gathered via focus group interviews with students and teachers documented perceptions and experiences about a learning management system's integration into a brick-and-mortar middle school. Factors such as educational delivery system, learner characteristics, and scores on diagnostic, norm-referenced academic assessments were included. The research explored what, if any, statistically significant differences existed between groups of learners. Additional data on patterns within students' and teachers' perceptions of the learning management system were also described. The study explored this central question: What is the impact of a learning management system on the two primary sixth-grade stakeholder groups within a public brick-and-mortar middle school? The study also included four sub-questions: 1.What significant differences exist on academic outcomes in reading between distinct groups of sixth-grade students exposed to diverse educational delivery systems? 2.What significant differences exist on academic outcomes in mathematics between distinct groups of sixth-grade students exposed to diverse educational delivery systems? 3.What are sixth-grade students' experiences and perceptions of academic outcomes within a learning management system? 4.What are teachers' experiences and perceptions of sixth-grade students' academic outcomes within a learning management system?
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 836
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Book Description
