The Effect of Instructional Method on the Academic Achievement of Fifth Grade Students
Author: Laura Sue Smith
Publisher:
Published: 1985
Total Pages: 124
ISBN-13:
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Author: Laura Sue Smith
Publisher:
Published: 1985
Total Pages: 124
ISBN-13:
DOWNLOAD EBOOKAuthor: Karen Davis
Publisher:
Published: 2012
Total Pages: 103
ISBN-13:
DOWNLOAD EBOOKA digital native is an individual born between 1981 and 2001, and children born after 2001 are called millennials. Educators are expected to meet the needs of today's technologically savvy students. Some researchers assert that an academic `moral panic' is taking place that lacks the empirical and theoretical knowledge to support the claims that education needs to change to meet the needs of digital natives and millennials. The problem is that considering that the majority of students today are digital natives are educators meeting the learning needs of their students. This research study focused on the use of instructional technology and how it effects student achievement for fifth grade science and math instruction. Using the 2010 and 2011 math and science CRCT test scores, the SPSS statistical software was employed to run an independent sample t test to measure the mean difference between the experimental and control groups. The results found that the use of technological instruction in this instance did not increase student academic achievement.
Author: Stephanie L. Seidl
Publisher:
Published: 2013
Total Pages: 23
ISBN-13:
DOWNLOAD EBOOKAuthor: VaRondi Brown
Publisher:
Published: 2021
Total Pages: 95
ISBN-13:
DOWNLOAD EBOOKThis study examined possible differences between a project-based learning (PBL) instructional approach and a traditional textbook-based instructional approach. The study’s importance was derived from the fact that additional exploration is needed to show that PBL can promote student learning and may be more effective than traditional instruction in social studies. The purpose of this quantitative causal-comparative study was to test the constructivist theory of instruction as it relates to a comparison of PBL and a traditional textbook-based instructional approach. The researcher identified two population samples. The first population sample was designated as the treatment group consisting of all fifth-grade students attending a public charter school in north Georgia (n = 83) that utilized a PBL instructional approach. The second population sample was designated as the comparison group consisting of all fifth-grade students attending a public elementary school in central Georgia (n = 115) that utilized a traditional textbook-based instructional approach. A causal-comparative design with a t-test analysis was conducted on the difference between social studies achievement scores based on the Georgia Milestones Assessment System Social Studies Grade 5 End-of-Grade content assessment. The results of an independent samples t-test did not reveal a statistically significant difference between the PBL treatment group and the traditional textbook-based comparison group on social studies achievement. From this result, the conclusion was that PBL and non-PBL instructional modalities yield similar results. Further research should include a closer examination of which instructional modality is more effective.
Author: Edward J. Kame'enui
Publisher: Guilford Press
Published: 2012-05-10
Total Pages: 370
ISBN-13: 1462504000
DOWNLOAD EBOOKThis highly regarded work brings together prominent authorities on vocabulary teaching and learning to provide a comprehensive yet concise guide to effective instruction. The book showcases practical ways to teach specific vocabulary words and word-learning strategies and create engaging, word-rich classrooms. Instructional activities and games for diverse learners are brought to life with detailed examples. Drawing on the most rigorous research available, the editors and contributors distill what PreK-8 teachers need to know and do to support all students' ongoing vocabulary growth and enjoyment of reading. New to This Edition*Reflects the latest research and instructional practices.*New section (five chapters) on pressing current issues in the field: assessment, authentic reading experiences, English language learners, uses of multimedia tools, and the vocabularies of narrative and informational texts.*Contributor panel expanded with additional leading researchers.
Author: Terri Richardson Hebert
Publisher:
Published: 2006
Total Pages: 222
ISBN-13:
DOWNLOAD EBOOKThe appropriate methods utilized by school districts across the United States to measure student academic achievement has found an established place within the headlines of state and national newspapers, professional journals, and political offices. However, we seldom reach out to those in the classroom and engage in a meaningful dialogue about the pros and cons of high stakes, state mandated testing. Therefore, this study is designed to investigate the impact of the Texas Assessment of Knowledge and Skills (TAKS) test upon three fifth grade science teachers' instructional practices. The participating school, nestled within a large East Texas school district, was selected because of their high test scores, as well as their creative approach to teaching. The selected teachers were chosen primarily for their recognized abilities within a science classroom, specifically as they work to reach a diverse group of students at varying levels of ability and instill within them the ability to master necessary scientific concepts found on the state-mandated, high-stakes test. Using the portraiture methodology for this qualitative study (Lawrence-Lightfoot & Davis, 1997), data were collected that provide a rich texture of the fifth grade classes within the elementary school setting. Through close observations, formal and informal interviews, and attention to the teachers' reflective work, the woven tapestry emerged in conjunction with the voices of the teachers.
Author: Douglas Wayne Etheridge
Publisher:
Published: 1978
Total Pages: 104
ISBN-13:
DOWNLOAD EBOOKAuthor: Traci Shoemaker
Publisher:
Published: 2013
Total Pages: 173
ISBN-13:
DOWNLOAD EBOOKThe purpose of this quasi-experimental non-equivalent control group study was to test theories of constructivism and motivation, along with research-based teaching practices of differentiating instruction and instructing within a child's Zone of Proximal Development, in measuring the effect of computer-aided instruction on fifth grade students' attitude and achievement in math. Students in Pennsylvania completed an attitude survey at the beginning, middle, and end of the study (Pierce, Stacey & Barkatsas, 2007). Achievement was measured by the 4Sight Math assessment (Pennsylvania State Education Association, 2007) which was given at the beginning of the study, after the first seven weeks of instruction, and then at the end of the study. Five fifth grade teachers were randomly assigned as treatment or control, indicating which instructional strategy they would implement. Treatment groups received traditional direct instruction and guided practice, and then computer-aided instruction as a supplemental math practice session. Control groups participated in traditional instruction and guided practice, which incorporated Interactive Whiteboards, with only traditional methods used for supplemental practice. Data from the attitude survey were used to indicate changes that students showed after using the computer for practice as compared to using traditional methods of practice. Data from the 4Sight Math assessments were used to determine any changes in achievement after each method was implemented. Results determined that computer-aided instruction did not have a significant effect on student achievement, but did positively impact the attitude of low-achievers.
Author: Kandi Fox
Publisher:
Published: 1999
Total Pages: 86
ISBN-13:
DOWNLOAD EBOOKAuthor: Anthony F. Rotatori
Publisher: Emerald Group Publishing
Published: 2014-08-26
Total Pages: 736
ISBN-13: 1784410950
DOWNLOAD EBOOKThis volume provides an international perspective on special education issues. There is limited literature examining issues in special education from an international perspective, as such this volume will add considerably to the knowledge base across the globe.