A Comparison Study of Web-Based and Traditional Instruction on Preservice Teachers' Knowledge of Fractions

Autor/in	Lin, Cheng-Yao
Titel	A Comparison Study of Web-Based and Traditional Instruction on Preservice Teachers' Knowledge of Fractions
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 9 (2009) 3, S.257-279 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Experimental Groups; Control Groups; Preservice Teachers; Web Based Instruction; Conventional Instruction; Intermode Differences; Mathematics Tests; Mathematics Achievement; Achievement Gains; Pretests Posttests; College Mathematics; Preservice Teacher Education; Statistical Significance; Mathematical Concepts; Comparative Analysis + Suchen Sie Ihr Suchwort? Web Based Training; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement gain; Leistungssteigerung; Lehramtsstudiengang; Lehrerausbildung
Abstract	This study investigated the comparative efficiency of Web-based instruction (WBI) and traditional teaching methods on preservice teachers' fraction knowledge. Students' knowledge of fractions was measured using a Fraction Knowledge Test. The test consisted of 32 items and was administered as pre- and posttests to a total of 42 preservice teachers in two intact classes at the same university. One of the classes was randomly assigned as the experimental group (n = 21) and was given WBI. The other class was assigned as a control group (n = 21) and was given traditional instruction. Analysis of covariance was used to determine treatment effects on students' knowledge of fractions when the pretest result was used as a covariate. The analysis of results showed a statistically significant difference between the experimental and the control groups' posttest mean scores in favor of the experimental group. (Contains 7 tables and 3 figures.) (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: business@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10