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Author: Paul J. Malcom
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 268
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Book Description
Author: Paul J. Malcom
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 268
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Author: Paul Joseph Malcom
Publisher:
ISBN:
Category :
Languages : en
Pages : 268
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Author:
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 592
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 504
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Author: Marsh, Frank Gene
Publisher: 1976.
ISBN:
Category :
Languages : en
Pages : 330
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Book Description
This study was motivated by the increased use of multi-media and individualized instruction in the classroom. The present study was designed to investigate any effect of mediated (non-print) and non-mediated (print) instruction on mathematics attitudes, mathematics achievement, and the attitude-achievement relationship. The investigation was carried out using both student-directed and teacher-directed learning situations. -- One hundred eighteen grade seven mathematics students from an elementary school were randomly assigned to four treatment groups; student-directed mediated, student-directed, teacher-directed mediated and teacher-directed. The students were given a mathematics attitude and mathematics achievement pretest. At the end of the study the students were given a mathematics attitude and mathematics achievement posttest. From this, a sample of 100, 25 from each group, was randomly selected for analysis purposes. The pretest scores were used as covariates for analysis. -- A comparison of the mean attitude and mean achievement scores for the four treatment groups showed no significant difference in attitudes or achievement for any of the treatments. -- Significant correlations between mathematics attitudes and achievement were found on the pretest scores for the teacher directed group, overall teacher-directed strategy, overall mediated strategy and overall non-mediated strategy. -- Using the posttest scores of attitudes and achievement, significant correlations were found for the student-directed mediated group, student-directed and teacher-directed strategies, and overall mediated and non-mediated strategies. -- An interpretation of these findings for the groups must consider the limitation of the short duration of the study. -- The study concluded with several implications for education and some suggestions for further research.
Author:
Publisher:
ISBN:
Category : Arithmetic
Languages : en
Pages : 716
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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 564
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Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 724
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Author:
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 266
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Author: Annie Louise Winton
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages :
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