Download or read book A Comparative Study of Student centered Vs Traditional Teaching with Seventh Grade Mathematics Students in Achievement and Attitude written by Robert D. Bloomquist and published by . This book was released on 1971 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Comparative Study of the Mathematic Achievement of Seventh Grade Students Taught by Team and Traditional Teaching written by Paul F. Ricci and published by . This book was released on 1972 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Comparative Study of the Attitudes and Mathematics Achievement of Middle Schools Students Taught by Team Teaching and Traditional Methods written by Georgeann Yates Eatman and published by . This book was released on 1971 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Comparative Study of Seventh Grade Low Achievers Attitudes and Achievement in Mathematics Under Two Approaches UICSM and Traditional written by Richard Joseph Demars and published by . This book was released on 1971 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Comparison of Traditional Instruction and Standards based Instruction on Seventh grade Mathematics Achievement written by Manika DeShawn Kemp and published by . This book was released on 2007 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if method of instruction, standards based or traditional, had an impact on student mathematics achievement. More specifically, this study sought to determine if students taught using the JBHM Achievement Connections® standards-based method of instruction would show higher academic gain than students taught using a traditional method of instruction through the use of Mathematics: Applications and Connections, Course 2® in seventh-grade. The research design was a quasi-experimental design, with 65 students participating. Group A received a traditional method of instruction through the use of Mathematics: Applications and Connections, Course 2 and Group B received a standards-based method of instruction through the use of JBHM Achievement Connections. The test instrument administered for the pretest and posttest was the PLATO eduTest®. An analysis of the pretest and posttest scores was conducted. T-tests were run to examine the differences between pretest and posttest scores and gender, based on the method of instruction. Analysis of variance (ANOVA) was computed to examine differences in performance based on class period representation. A paired t-test was computed to examine differences between the pretest and posttest scores after students were exposed to a method of instruction. After the data was collected and analyzed, the findings showed that there were no statistical differences in student achievement between students taught using JBHM Achievement Connections standards-based method of instruction (Group A) and those students taught using Mathematics: Applications and Connections, Course 2 traditional method of instruction (Group B) as measured by the PLATO eduTest scores. Students taught using the JBHM Achievement Connections standards-based method of instruction and the Mathematics: Applications and Connections, Course 2 traditional method of instruction both showed increased mathematics outcomes. However, the students taught using JBHM Achievement Connections standards-based method of instruction had a higher mean score and a greater degree of gain between pretest and posttest scores than the students taught using the Mathematics: Applications and Connections, Course 2 traditional method of instruction.

Download or read book Evaluation of the Relationship of Learner centered Beliefs of Seventh Grade Mathematics Teachers and Student Achievement on the Mathematics Section of the North Carolina End of grade Assessment written by Mary A. Steltz and published by . This book was released on 2012 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation was designed to examine the personal domain in systemic reform. In an effort to improve student achievement, this study focused on accountability reform. The learner-centered model was based on what teachers believe about teaching and learning and how student motivation and achievement was influenced by those beliefs. Teacher practices, beliefs and behaviors had the greatest impact on student learning; therefore this study sought to establish identification of learner-centered teachers and their effectiveness on student achievement on the seventh grade mathematics section of the North Carolina End-of-Grade Assessment. -- To that end, a non-experimental quantitative study design was used to examine teacher's beliefs about the learner, learning, and teaching as well as the impact of their beliefs on mathematics student achievement. The researcher collected data via the Teacher Beliefs Survey and student achievement on the mathematics section of the seventh grade 2011 North Carolina End-of-Grade Assessment. The 35-item Teacher Beliefs Survey generated Likert-scale data, which was stored and analyzed in a Statistical Package for Social Sciences (Green, Salkind, & Akey, 2000). Differences in survey responses of teachers and the learner-centered beliefs of teachers using: 1) a T-test for simple differences and 2) an Analysis of Variance (ANOVA) to compare the differences within and between two or more means were analyzed. Differences were found in the means between and within groups, but the results failed the statistical significance threshold. Descriptive statistics including means and standard deviation were reported, as well as the Pearson Product Moment Correlational Coefficient to determine if, and to what extent, the relationship between one or more variables existed. Three different correlations were conducted to examine possible relationships between both learner-centered and non-learner-centered groups and total score and mean scale scores. Statistical significance was found to exist between the learner-centered beliefs and non-learner-centered beliefs, as well as the non-learner-centered beliefs for learners and non-learner-centered beliefs for teaching and learning with a statistical significance >.35 for total score. The mean scale score correlation for learner-centered beliefs, non-learner-centered beliefs for learners, and non-learner-centered beliefs for teaching and learning each failed statistical significance. --Though the findings of this study were less than dramatic, they are informative for educators interested in identifying variables influencing both student learning and achievement. Findings in this study did not support the results found by McCombs and Whisler (1997); however, it did support the assertion by Lezotte (1997) and Bowsher (2001) that educational reform has shifted from teacher-centered to learning-centered but has not yet transformed to learner-centered.

Download or read book Dissertation Abstracts International written by and published by . This book was released on 1987 with total page 428 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Comparative Study of University of Illinois Committee on School Mathematics Stretchers and Shrinkers and Traditional Mathematics Materials on Attitude Toward Mathematics Self Concept and Achievement of Seventh Grade Students in Nevada written by Loretta Ann Panelli and published by . This book was released on 1972 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Differences in Math Achievement Utilizing Supplemental Computer Based Instruction and Traditional Instruction written by Todd Clark and published by . This book was released on 2014 with total page 167 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mathematics achievement has become vitally important in public education, obligating students to meet and exceed higher standards in spite of ability and knowledge level. This causal-comparative study sought to establish the achievement of the Classworks® supplemental math program with seventh grade students from two public schools in Georgia. The national Criterion-Referenced Competency Test (CRCT) scores in math were used to compare 129 seventh grade students (control group) who used traditional instruction and 129 students (experimental group) who used traditional instruction along with the supplemental Classworks® software program. In addition, the study analyzed the relationships between gender, ethnicity, and socioeconomic status. The CRCT-Math mean scores of 2009 were used as the covariate, and were compared to the CRCT-Math mean scores of 2010 between the control and experimental groups. The results showed a statistically significant difference between the control and experimental groups, between the ethnic groups in the experimental group, and between the socioeconomic status and ethnicity in the experimental group. However, there was no statistically significant difference among gender alone and ethnicity alone in the experimental group. The findings revealed that the Classworks® math program helped improve student achievement on the CRCT-Math assessment. Consequently, additional research on the Classworks® program is highly recommended.

Download or read book A Comparative Study of the Achievement of Seventh Graders written by James Anderson MacKenzie and published by . This book was released on 1968 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Comparative Study of Traditional Instruction and Performance based Instruction for Improving the Academic Achievement of At risk Seventh grade Middle school Students written by Willie George McElroy and published by . This book was released on 2000 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Research in Education written by and published by . This book was released on 1974 with total page 1208 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Comparative Study of Attitude and Achievement of Seventh Grade Students with the Metric System written by Nancy Sherman Allen and published by . This book was released on 1975 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Comparative Study of the Mathematical Achievement of Seventh Grade Students Enrolled in the Carver High School Montgomery Alabama written by Dwight Windrad Madison and published by . This book was released on 1959 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Comparative Study of Achievement and Attitude Changes as a Result of Individualized and Nonindividualized Mathematics Teaching Methods in the Seventh Eighth and Ninth Grades in Rosamond and Mojave California written by Matthew John Horvath and published by . This book was released on 1975 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book American Doctoral Dissertations written by and published by . This book was released on 2001 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt: