The Effect of Daily Quizzes on Mathematics Achievement of Sixth Grade Students PDF Download
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Author: Ellen T. Loving
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 160
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Author: Ellen T. Loving
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 160
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Author: Gerald Siegel
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 122
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Author: Cindy Lynn Chilcoat
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 76
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Author: Feng Mei Yang
Publisher:
ISBN:
Category :
Languages : en
Pages : 178
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Book Description
Abstract: Twenty-three sixth-grade students were involved in this study. Five of the students were classified as learning disabled (LD) and 18 were regular students. The teacher gave a 15-20 minute lecture, during which students took notes on their own or completed guided notes. The following day students took a quiz over the lecture. The results showed improvement in daily quiz scores when guided notes were used. In addition to using guided notes, extra help was given by the resource room teacher (reviewing guided notes with the students). This resource room help plus the guided notes increased academic achievement of LD-students. None of the students had any negative comments about using guided notes. In summary, guided notes were effective in increasing student achievement for the subjects in this study. Guided notes can be used again with other students, therefore many teachers would consider the time spent making guided notes to be worthwhile.
Author:
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 60
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Author: Pamela H. Bates
Publisher:
ISBN:
Category : Academic achievement in children
Languages : en
Pages : 122
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Book Description
Examines the use of journal writing in a sixth grade mathematics class that is studying geometry, using a t-test for comparitive analysis.
Author: Jennifer Zakrzewski
Publisher:
ISBN:
Category : Education
Languages : en
Pages :
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Book Description
Over the past decade, technology has become a prominent feature in our lives. Technology has not only been integrated into our lives, but into the classroom as well. Teachers have been provided with a tremendous amount of technology related tools to educate their students. However, many of these technologically enhanced tools have little to no research supporting their claims to enhance learning. This study focuses on one aspect of technology, the iBook, to complete homework relating to fractions, decimals, and percents in a sixth grade classroom. An iBook is a digital textbook that allows the user to interact with the book through various features. Some of these features include galleries, videos, review quizzes, and links to websites. These interactive features have the potential to enhance comprehension through interactivity and increased motivation. Prior to this study, two pilot iterations were conducted. During each pilot study, students in two sixth grade classrooms used the iBook to supplement learning of fractions, decimals, and percents. A comparison group was not included during either iteration, as the goal was to fine-tune the study prior to implementation. The current study was the third iteration, which included a comparison and treatment group.
Author: Joan I. Heller
Publisher:
ISBN:
Category :
Languages : en
Pages : 85
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This study was designed to assess the impact of "Mathematics Pathways and Pitfalls" ("MPP") on the mathematics that second-, fourth-, and sixth-grade students learn. The specific research questions that were addressed are: (a) What is the impact of "MPP" on students' knowledge of the mathematics topics addressed, compared to that of students using the regular math curriculum? and (b) How equitable is the impact of "MPP" on students' mathematics knowledge across levels of English language proficiency and entering mathematics ability? A cluster-randomized experimental design was implemented in five school districts. In the first year of the study, second-, fourth-, and sixth-grade teachers were randomly assigned within their school districts to either an experimental or a control group. The experimental group teachers were taught how to implement "MPP" during a six-hour professional development session. In the first year of the study, experimental group teachers substituted "MPP" for a portion of their regular mathematics curriculum. The control group teachers used their regular mathematics curriculum, and received whatever professional development they normally were provided during that year. A total of 99 teachers and 1,971 students participated in the first year of the study. The "MPP" Pitfalls Quiz was the primary instrument used to measure students' mathematical knowledge. A separate "MPP" Pitfalls Quiz was developed for each grade level. Items on the "MPP" Pitfalls Quizzes assess concepts and procedures that are known to cause difficulty for students. In addition to the "MPP" Pitfalls Quizzes, standardized mathematics achievement test score data were collected. Multilevel statistical models were used to analyze the achievement test data. These analyses showed that student math performance in "MPP" classes was higher than in non-"MPP" classes for all three grade levels. With respect to the impact of "MPP" on students' mathematics knowledge across levels of English language proficiency, we found that for second and fourth grades, "MPP" impacted ELL and non-ELL students equally. The effect size statistics (ESS) for second and fourth grade were 0.43 and 0.66, respectively. For sixth grade, "MPP" had a greater treatment effect for ELL students (ESS = 0.74) than non-ELL students (ESS = 0.28). Teachers expressed strongly positive opinions about the value of the program, including that their students understood the math topics in the lessons better than students in past years, and that "MPP" helped most of their students learn the math concepts and prevent pitfalls. (Contains 29 tables.) ["Mathematics Pathways and Pitfalls" materials presented in this document were developed by the Mathematics Case Methods Project/WestEd.].
Author: Thomas David Fallon
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 48
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Book Description
Author: James H. McMillan
Publisher: SAGE
ISBN: 1412995876
Category : Education
Languages : en
Pages : 577
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Book Description
The Sage Handbook of Research on Classroom Assessment provides scholars, professors, graduate students, and other researchers and policy makers in the organizations, agencies, testing companies, and school districts with a comprehensive source of research on all aspects of K-12 classroom assessment. The handbook emphasizes theory, conceptual frameworks, and all varieties of research (quantitative, qualitative, mixed methods) to provide an in-depth understanding of the knowledge base in each area of classroom assessment and how to conduct inquiry in the area. It presents classroom assessment research to convey, in depth, the state of knowledge and understanding that is represented by the research, with particular emphasis on how classroom assessment practices affect student achieventment and teacher behavior. Editor James H. McMillan and five Associate Editors bring the best thinking and analysis from leading classroom assessment researchers on the nature of the research, making significant contributions to this prominent and hotly debated topic in education.
