Author: Amelia Schultz Brock
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 214
Book Description
Effects of Technology-based Instruction Versus Traditional Instruction on Reading Achievement, Math Achievement, and Attitude of Third Grade Students
Author: Amelia Schultz Brock
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 214
Book Description
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 214
Book Description
A Comparison of the Achievement Level of Third Grade Students on the CRCT when Comparing Standard-based Instruction with Traditional Instruction
Author: Latrina Gates
Publisher:
ISBN:
Category : Criterion-referenced tests
Languages : en
Pages : 88
Book Description
By the year 2014, all students, including all subgroups, are expected to meet the standards that have been set each state under No Child Left Behind. In an effort to meet this federal goal, states and districts all across America have revised their curriculum and are seeking prove, research-based methods to engage students and encourage high achievement for all students. The purpose of this study was to compare standards-based instruction to traditional instruction and seek to determine if there was a statistical difference in the two instructional deliveries. The Georgia third grade math Criterion Referenced Competency Test scores were analyzed from the 2008-2009 Main Administration session. This was a quantitative study and the design was causal-comparative. This study sought to examine if there was a statistical difference in the mean score on the CRCT of third grade student receiving Standards-based Instruction (Subgroup A) in math and in the mean score of third grade students receiving Traditional Instruction (Subgroup B). An analysis of the CRCT math scores was performed using a t-test with a degrees of freedom of 36 and .05 level of significance. The results of the study did not show a statistically significant difference I the mean score on the CRCT of third grade students receiving Standards-based Instruction (Subgroup A) in math and the mean score on the CRCT of third grade students receiving Traditional Instruction (Subgroup B) in math.
Publisher:
ISBN:
Category : Criterion-referenced tests
Languages : en
Pages : 88
Book Description
By the year 2014, all students, including all subgroups, are expected to meet the standards that have been set each state under No Child Left Behind. In an effort to meet this federal goal, states and districts all across America have revised their curriculum and are seeking prove, research-based methods to engage students and encourage high achievement for all students. The purpose of this study was to compare standards-based instruction to traditional instruction and seek to determine if there was a statistical difference in the two instructional deliveries. The Georgia third grade math Criterion Referenced Competency Test scores were analyzed from the 2008-2009 Main Administration session. This was a quantitative study and the design was causal-comparative. This study sought to examine if there was a statistical difference in the mean score on the CRCT of third grade student receiving Standards-based Instruction (Subgroup A) in math and in the mean score of third grade students receiving Traditional Instruction (Subgroup B). An analysis of the CRCT math scores was performed using a t-test with a degrees of freedom of 36 and .05 level of significance. The results of the study did not show a statistically significant difference I the mean score on the CRCT of third grade students receiving Standards-based Instruction (Subgroup A) in math and the mean score on the CRCT of third grade students receiving Traditional Instruction (Subgroup B) in math.
Resources in Education
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 760
Book Description
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 760
Book Description
Research in Education
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 974
Book Description
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 974
Book Description
Dissertation Abstracts International
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 896
Book Description
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 896
Book Description
Education, A-E
Author: University Microfilms, Incorporated
Publisher: University Microfilms
ISBN: 9780835708418
Category : Education
Languages : en
Pages : 796
Book Description
Publisher: University Microfilms
ISBN: 9780835708418
Category : Education
Languages : en
Pages : 796
Book Description
A Comparative Study of the Effects of Computer Assisted Instruction Versus Traditional Instruction on Selected Third Grade Students Reading Achievement
Author: Becky Jenkins
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 31
Book Description
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 31
Book Description
American Doctoral Dissertations
Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 776
Book Description
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 776
Book Description
Comprehensive Dissertation Index
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 814
Book Description
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 814
Book Description
Effective Instruction
Author: Myles I. Friedman
Publisher: Institute for Evidence-Based Decision-Making in Education in
ISBN:
Category : Education
Languages : en
Pages : 848
Book Description
Publisher: Institute for Evidence-Based Decision-Making in Education in
ISBN:
Category : Education
Languages : en
Pages : 848
Book Description