A Comparison of the Effects of Programmed Learning Sequenced and Interactive-Whiteboard Instruction on the Mathematics Achievement and Attitudes of Eighth-Grade Students

Autor/in	Watt, Kamala
Titel	A Comparison of the Effects of Programmed Learning Sequenced and Interactive-Whiteboard Instruction on the Mathematics Achievement and Attitudes of Eighth-Grade Students
Quelle	(2011), (107 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, St. John's University (New York), School of Education and Human Services
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1249-0080-3
Schlagwörter	Hochschulschrift; Dissertation; Student Attitudes; Semantics; Form Classes (Languages); Mathematics Achievement; Semantic Differential; Scores; Grade 8; Mathematics Instruction; Teaching Methods; Programming; Sequential Learning; Pretests Posttests; Elementary School Students; Middle School Students; Secondary School Students; Cognitive Style; Statistical Significance; Bulletin Boards; Visual Aids; Educational Equipment; Educational Technology; Interactive Video + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schülerverhalten; Semantik; Analytischer Sprachbau; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 08; 8. Schuljahr; Schuljahr 08; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Programmierung; Didaktische Sequenzierung; Lernsequenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Sekundarschüler; Cognitive styles; Kognitiver Stil; Wandzeitung; Anschauungsmaterial; Ausrüstung; Unterrichtsmedien; Interaktives Video
Abstract	The researcher examined the effects of two alternative instructional methods, Programmed Learning Sequenced (PLS) and Interactive Whiteboard (IWB), on the mathematics achievement and attitude of eighth graders. The relationship between specific Dunn & Dunn learning-style elements and the posttest scores after instruction with the PLS and IWB was also investigated. To generate a learning-style profile for each student, the 72 study participants were administered the "Learning Styles: The Clue to You!" (LS:CY!) (Burke & Dunn, 1998). "The Semantic Differential Scale" (SDS) (Pizzo, 1981) was used to measure the students' attitudes toward the mathematics instruction. To assess student mathematics achievement, pre- and posttests were administered before and after instruction under both treatment methods. To control the experiment-wise error rate, alpha for each test was set at 0.01. The 2 (pre-test, post-test) X 2 (treatment) randomized block ANOVA indicated that there was a statistically significant pre- to posttest effect (F (1, 71)= 172.145, p less than 0.001) across both conditions. However, there was no significant difference for the main treatment effect (F (1, 71) = 0.530, p = 0.469). These findings support that the treatments produced large and approximately equal gains in achievement. Paired samples t-tests results revealed significantly more positive attitudes (p less than or equal 0.01) toward learning with the IWB rather than with a PLS for nine of the twelve adjective pairs. Pearson product-moment coefficients were computed and revealed no significant relationship (p less than or equal 0.01) between the 13 selected learning-style elements and both the PLS and IWB posttest scores. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10