Author: Stephen P. Masten
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 136
Book Description
The Effect of Computer Assisted Instruction on Achievement of Ninth Graders Reviewing the Metric System
Author: Stephen P. Masten
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 136
Book Description
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 136
Book Description
The Effect of Computer-assisted Instruction on the Mathematics Achievement of Ninth Grade High School Students in the Lower Rio Grande Valley
Author: John Stephen Rosales
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 22
Book Description
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 22
Book Description
The Impact of Computer-assisted Instruction on Ninth- and Tenth-grade Students
Author: Melanie May McNeely
Publisher:
ISBN:
Category :
Languages : en
Pages : 125
Book Description
With over 60 years of education reform, including the National Defense Education Act (NDEA) in 1958, Individuals with Disabilities Education Act (IDEA) in 1975, and No Child Left Behind (NCLB) in 2002, the achievement gap still existed at the beginning of the 21st century, and the effectiveness of the U.S. public school system continued to be questioned. This study was conducted to examine the effect of the use of a computer-assisted instruction curriculum, Achieve 3000®, among select secondary reading students in a central Florida school district and their implications for student achievement. This study showed significant difference existed in the type of students rather than the reading program. The ANCOVA performed on all students and the ANOVAs performed for exceptional education students, males and females, free/reduced lunch and ethnic subgroups did not show a significant statistical difference in the 2012-2013 reading achievement scores. The Achieve 3000® reading program did not close the achievement gap any more than the non-Achieve 3000® reading program. Conversely, the ANOVA performed for English language learners did show a significant statistical difference between the 2012-2013 reading achievement scores. However, the effect size each question was small indicating the practical implication was also small. Ultimately, this study made a strong argument for the need for further research.
Publisher:
ISBN:
Category :
Languages : en
Pages : 125
Book Description
With over 60 years of education reform, including the National Defense Education Act (NDEA) in 1958, Individuals with Disabilities Education Act (IDEA) in 1975, and No Child Left Behind (NCLB) in 2002, the achievement gap still existed at the beginning of the 21st century, and the effectiveness of the U.S. public school system continued to be questioned. This study was conducted to examine the effect of the use of a computer-assisted instruction curriculum, Achieve 3000®, among select secondary reading students in a central Florida school district and their implications for student achievement. This study showed significant difference existed in the type of students rather than the reading program. The ANCOVA performed on all students and the ANOVAs performed for exceptional education students, males and females, free/reduced lunch and ethnic subgroups did not show a significant statistical difference in the 2012-2013 reading achievement scores. The Achieve 3000® reading program did not close the achievement gap any more than the non-Achieve 3000® reading program. Conversely, the ANOVA performed for English language learners did show a significant statistical difference between the 2012-2013 reading achievement scores. However, the effect size each question was small indicating the practical implication was also small. Ultimately, this study made a strong argument for the need for further research.
The Effects of Computer-assisted Instruction and Programmed Instruction on the Achievement and Attitude of Ninth Grade General Mathematics Students
Author: Warner Johnson
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 484
Book Description
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 484
Book Description
An Integrative Review of Research on the Effects of Computer-assisted Instruction on Mathematical Achievement of Secondary School Students
Author: Marilyn Book
Publisher:
ISBN:
Category :
Languages : en
Pages : 134
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 134
Book Description
Resources in Education
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 344
Book Description
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 344
Book Description
A Review of Literature on the Effects of Computer-assisted Instruction on Mathematics Achievement of Elementary School Students
Author: Zakiullah
Publisher:
ISBN:
Category :
Languages : en
Pages : 122
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 122
Book Description
Computer Assisted Instruction
Author: Terrence J. Thompson
Publisher:
ISBN:
Category : Metric system
Languages : en
Pages : 32
Book Description
Publisher:
ISBN:
Category : Metric system
Languages : en
Pages : 32
Book Description
Measuring the Effects of Computer-assisted Instruction on Teacher Confidence and Student Achievement in 8th Grade Math
Author: Christopher J. Causey
Publisher:
ISBN:
Category :
Languages : en
Pages : 134
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 134
Book Description
The Effect of Computer-assisted Instruction on Mathematics Achievement of Second Grade Students
Author: Margaret A. Kenney
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 64
Book Description
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 64
Book Description