The Difference in Geometry Achievement Between Students who Utilize LFM Strategies and Those who Do Not
The Difference in Geometry Achievement Between Students who Utilize LFM Strategies and Those who Do Not

Author: Amanda Nicol

Publisher:

Published: 2022

Total Pages: 0

ISBN-13:

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The purpose of this quantitative, quasi-experimental nonequivalent control-group pretest/posttest study was to identify whether there is a difference in Geometry achievement between students who utilize Learning for Mastery (LFM) strategies compared to those who do not at the high school level. This study provided insight into instructional and assessment strategies that may increase student achievement, understanding, and retention. Seventy-three high school mathematics students enrolled in Geometry courses, grades nine through twelve, from a suburban high school in Northwestern New Jersey were assessed in this study. Students were given a pretest, participated in daily classwork and instructional strategies for ten weeks, and given a posttest. Data were analyzed using the analysis of covariance and descriptive statistics. The study showed that, while there was an improvement in the experimental group’s mathematical achievement, there was no statistically significant difference in student achievement in mathematics between the control and experimental groups (p = .120). The researcher discusses the implications of the results and calls for additional research into the effects of LFM on student achievement in high school mathematics.

The Psychology of Educational Technology and Instructional Media
The Psychology of Educational Technology and Instructional Media

Author: Ken Spencer

Publisher: Routledge

Published: 2017-09-11

Total Pages: 170

ISBN-13: 1351780247

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What can research in cognitive psychology offer the growth of educational technology and instructional media? Originally published in 1988, this book argues that, for much of its history, educational technology has been concerned with justifying and verifying the basic assumption that the processes and products of technology can improve instructional effectiveness. The result is seen as a systems approach grounded in empiricism and the failure to incorporate much important research in cognitive psychology. The book argues that it is now time for educational technology to come to terms with new ideas in cognitive, and particularly constructivist, psychology and it both advocates and describes the forging of new links between the two disciplines.

The Effectiveness of Project-based Learning on Student Geometry Achievement and Creativity Within the Requirements of 21st-century Learning
The Effectiveness of Project-based Learning on Student Geometry Achievement and Creativity Within the Requirements of 21st-century Learning

Author: Anastasiya Shchetynska

Publisher:

Published: 2020

Total Pages: 522

ISBN-13:

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This study examined the impact of project-based learning (PBL) on creativity and student achievement and in geometry. The mixed methods research design was utilized. Student common summative assessment scores before and after teaching through PBL were compared. Common summative assessment scores were also compared between one group taught through PBL and the other through traditional teaching methods. The impact of PBL on student creativity through Torrance Tests of Creative Thinking (TTCT) pre and posttest measures was evaluated. The t test statistical analysis was utilized for comparison. A qualitative inquiry analyzing student creative work in the geometry classroom through examples and pictures of student work was also conducted to understand how the PBL method influenced student creative performance. Wiggins’s (2012) “Creative” rubric was utilized. The quantitative results indicated there was a significant difference observed in pre and posttest summative assessment scores where students were taught through a PBL method. There was no significant difference observed in posttest scores between traditional and PBL teaching methods. The fluency construct and the creativity index as measured by Figural TTCT showed a significant difference. Significance could also be observed in the Verbal TTCT fluency, originality, and flexibility constructs. The qualitative analysis of student products allowed to deepen an understanding of how the increased creativity index on TTCT was revealed through individual student products. Implications for practice generated by the study are various professional learning opportunities in PBL for educators, where more PBL resources are utilized and aligned to standards.

Identifying Factors Common Among Students who Do Not Fit the Typical Mathematics Self-efficacy and Achievement Correlation
Identifying Factors Common Among Students who Do Not Fit the Typical Mathematics Self-efficacy and Achievement Correlation

Author: Jodi H. Mantilla

Publisher:

Published: 2015

Total Pages:

ISBN-13:

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Previous research has shown that mathematical self-efficacy is positively correlated with mathematical performance level. However, in elementary classroom settings, teachers noticed that students with high mathematical self-efficacy had low mathematical performance level. On the other end of the spectrum, there are students who have low mathematical self-efficacy yet excel in mathematics. Discovering what factors are common among these two types of students can aid teachers in helping these students improve their self-efficacy and mathematics performance. This explanatory mixed-methods design was conducted in a K-6 elementary school with the research participants consisting of fourth-, fifth-, and sixth-grade students. The first of two research phases included assessing students0́9 mathematical performance level and mathematical self-efficacy. Utilizing the criteria of high or low performance in correlation to high or low self-efficacy, the students were placed into one of four categories; high performance/high self-efficacy (High P/High SE), low performance/low self-efficacy (Low P/Low SE), high performance/low self-efficacy (High P/Low SE), and low performance/high self-efficacy (Low P/High SE). Phase II of the research included interviewing the top two students from the High P/High SE group and the bottom two from the Low P/Low SE group as well as all of the students in the High P/Low SE and the Low P/High SE groups. After the interviews were analyzed, the researcher identified the factors that are common to the High P/Low SE and Low P/High SE groups that were not found in the High P/High SE or Low P/Low SE groups. Some examples of these factors for students with High P/Low SE included feelings of jealousy, not feeling smart even when the math is easy, and not feeling encouraged by teachers and parents. Examples of these factors for students with Low P/High SE included preferring completing assignments in a group and giving up when the mathematics gets difficult. The potential implications of this research may be used in elementary classrooms to help teachers identify outlier students as well as help students better align their self-efficacy with their achievement level. The intended audience of this research was elementary mathematics teachers.

The Effect of Engaged Learning on Students' Acquisition of Geometric Concepts and Their Attitudes Toward Geometry
The Effect of Engaged Learning on Students' Acquisition of Geometric Concepts and Their Attitudes Toward Geometry

Author: Katie L. Koch

Publisher:

Published: 2003

Total Pages: 118

ISBN-13:

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"This action research project investigated the achievements and attitudes of high school geometry students who were taught using an engaged learning method as opposed to those taught via a traditional method based on formal two-column proof. This quantitative project was completed at Prairie Ridge High School in Crystal Lake, Illinois (Community High School District #155). The researcher administered a pre-test, post-test, and a material retention test to both the control and experimental groups. Furthermore, pre- and post- attitudinal surveys were given to test the effect of the different teaching strategies on the students' attitudes towards mathematics. Analysis of the pre-test, post-test, material retention test, and pre- and post-attitudinal surveys revealed much of the data not to have statistical significance. Thus, it could not be claimed that the test scores of students taught geometric principles via engaged learning were significantly higher than those taught via traditional rote methods; nor was it shown that the attitude of such students were more positive. This lack of significance necessitates further study of the methods used to teach high school geometry."--Author's Abstract.