The Effect of a Middle School Robotics Class on Standardized Math Test Scores PDF Download
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Author: Pat Ko
Publisher:
ISBN:
Category : Artificial intelligence
Languages : en
Pages : 124
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Book Description
Author: Pat Ko
Publisher:
ISBN:
Category : Artificial intelligence
Languages : en
Pages : 124
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Book Description
Author: Amy Dawn Fanusi
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 0
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Book Description
A quantitative causal-comparative and correlation research studied Assessment and Learning in Knowledge Spaces (ALEKS) at a middle school in rural Georgia. The purpose was to determine if computerized math instruction, as measured by ALEKS, was more effective than traditional teacher instruction with students in math support in order to pass the Georgia Criterion Referenced Competency Test (CRCT). The study also explored the relationship among other variables: if the percentage of concepts a student completed in ALEKS affected student success on the CRCT, and if gender played a factor in achievement on the CRCT when enrolled in the ALEKS computer math support class. The math intervention used in this study, ALEKS, has been researched using college and high school students, but little research focused on the effectiveness of ALEKS with middle school students. All data collected was archival from the 2011-2012 and 2012-2013 school years and included 294 total participants, of which 181 were enrolled in ALEKS for the entire year; 113 were enrolled in a traditional math support class for the entire year. The researcher analyzed two hypotheses in this study using a one-way ANCOVA and one hypothesis using a Pearson product-moment correlation. Results from this study revealed that ALEKS did not have a significant impact on CRCT test scores in the middle grades, yet there was a correlation to the percentage of ALEKS a student completed and the increase in that student's score on the CRCT. While there has been research conducted in this area, there is still room for more ALEKS research.
Author: Daniel Ness
Publisher: Taylor & Francis
ISBN: 1317531183
Category : Education
Languages : en
Pages : 274
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Book Description
Spatial Intelligence examines public and professional conceptions of the relationships between thinking about spatial attributes and active engagement in spatially related constructions and designs. Even though children’s and adolescents’ spatial propensities in constructive activities parallel the skills needed by professionals in both established and emerging fields, spatial education is often missing from K–12 curricula and is easily impeded by teachers, parents, or other individuals who do not provide contexts in formalized settings, such as schools, to nurture its potential. This book bridges the gap by linking the natural spatial inclinations, interests, and proclivities of individuals from a variety of cultures with professional training and expertise in engineering, architecture, science, and mathematics. Educators will be better able to achieve the skills and awareness necessary to provide children and young adults with the vital opportunities inherent in spatial education.
Author: Daniel Ness
Publisher: Routledge
ISBN: 1000406229
Category : Education
Languages : en
Pages : 215
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Book Description
Block Parties examines young children’s spatial development through the lens of emergent STEAM thinking. This book explores the physical and psychological tools that children use when they engage in constructive free play, and how these tools contribute to and shape the constructions they produce. Providing readers with the tools and understanding necessary to develop children’s spatial sense through the domains of mapping and architecture, this cutting-edge volume lays the groundwork for both cognitive development and early childhood specialists and educators to develop more robust models of STEAM-related curriculum that span the early years through to adolescence.
Author: Charles Moore
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 154
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Book Description
Educators are seeking ways to improve student academic achievement in math and to increase math standardized test scores because of the requirements of the reauthorization of the Elementary and Secondary Education Act, known as the No Child Left Behind Act (NCLB), Individuals with Disabilities Education Act (IDEA), and Race to the Top initiative (RTTT). One such intervention in middle school is a direct-instruction math program. This causal-comparative study examined the relationship between a direct-instruction math intervention and math achievement on standardized test scores of at-risk middle school students. This study compared the differences in the mean scale scores for at-risk middle-school students who received a direct-instruction math intervention and at-risk middle school students who did not receive a direct-instruction math intervention on the math subtest of the 2012 Georgia Criterion Referenced Competency Test, while using the 2011 scores as a control variable to control for previous math ability using a one-way between-groups analysis of covariate (ANCOVA) statistical test. Further, this study compared the relationship, by gender, between a direct-instruction math intervention and math achievement on standardized test scores. The data from the study suggests that the direct-instruction mathematic intervention did result in the intervention group having a significantly higher mean scale score on the 2012 mathematic subtest of the Georgia CRCT than the control group for both genders.
Author: United States. Congress. House. Committee on Science, Space, and Technology (2011)
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 96
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Book Description
Author: Carolyn G. LaRosa
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 58
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Book Description
The current study looked at students' achievement in solving multi-step mathematical word problems prior to and at the conclusion of a robotics course. Assessments completed by eighth grade students participating in a curriculum, titled Automation and Robotics developed by Project Lead the Way (PLTW), and students not participating in the Automation and Robotics curriculum were compared to identify this level of achievement. The hypothesis stated students participating in Project Lead the Way's Automation and Robotics curriculum (experimental group) will show statistically significant improvement in the multi-step mathematics problem solving assessment compared to the students not participating in Project Lead the Way's Automation and Robotics Curriculum (control group). The experimental group and the control group were given identical pre-assessments and post-assessments. Each assessment included questions from various grade levels from the released EngageNY common core mathematics questions and PARCC Assessments from 2015. The results indicated there was a statistically significant positive difference in the pre and post assessment scores of the experimental group, while there was no statistically significant difference between the pre and post assessment scores of the control group. These results agreed with the hypothesis that students exposed to PLTW's Automation and Robotics curriculum would improve their ability to solve multi-step mathematical problems after exposure to the Automation and Robotics curriculum. Because of lack of time to complete the entire PLTW Automation and Robotics curriculum, students were exposed to the creating and building sections of the curriculum and not the programming. Further research should be conducted to determine if the programming or building areas of the Automation and Robotics curriculum have different effects on students' ability to solve multi-step mathematical word problems.
Author: Michelle Renee Hammonds
Publisher:
ISBN:
Category : Curriculum and Instruction
Languages : en
Pages :
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Book Description
Numerous research studies and international assessments have shown there is a need in the United States to strengthen middle school students' math and science skills before they enter high school. Studies have shown that it is during middle school, sixth to eighth grades, that mathematics and science education is most crucial. According to the National Assessment of Educational Progress (2009), in science, as grade level increased from fourth to eighth and then to twelfth, the number of students who scored at or above the basic level declined, as did the number of students who scored at or above the proficient level. In mathematics, U.S. eighth grade students ranked 15th in the world in math achievement, but ranked near the bottom of all industrialized nations by the time they are in high school. This study examined whether using STEM curriculum would impact state standardized test scores in mathematics and science for eighth grade students at a middle school located in the southern United States. The study followed a quasi-experimental, nonequivalent control group design and found there was no statistical significant difference between the two groups. Further study should be conducted to evaluate other units of the curriculum for a longer period of time as well as other curricula.
Author: Lesa Maria Covington Clarkson
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 390
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Book Description
Author: Terje Väljataga
Publisher: Springer
ISBN: 9811373612
Category : Education
Languages : en
Pages : 298
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Book Description
This volume is a compilation of selected papers that were presented at the annual conference of the International Council of Educational Media (ICEM) in Tallinn, Estonia, on September 5 - 7, 2018. The book reports on recent interdisciplinary research and innovative practices regarding school-wide implementation of digital innovation and connects it with recent developments in the field of educational media. The key concept is “Digital Turn,” which is understood as a socio-technical transition towards next-generation digital learning ecosystems in education. Although Digital Turn can also be implemented at the classroom or national levels, most of the contributions in this volume take a whole-school perspective on the policies and practices regarding digital innovation, educational media, e-assessment, digital competences of teachers and students as well as learning design and learning analytics.
