Download or read book The Differential Effects of Supplemental Self instruction on Student Achievement in Mathematics written by Donald Francis Puglisi and published by . This book was released on 1970 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Differential Effects of Two Instructional Technologies on the Algebra Achievement of Community College Developmental Mathematics Students written by Dennis S. Horan and published by . This book was released on 1983 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Comprehensive Dissertation Index 1861 1972 Education written by Xerox University Microfilms and published by . This book was released on 1973 with total page 1040 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Discovery Learning written by Paul David Williams and published by . This book was released on 1980 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Differential Effects of Performance contingent Completion contingent and No Reward Conditions on Math Performance Voluntary Task Participation and Self reported Interest in Math written by and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Researchers have repeatedly found that performance-contingent and task-contingent rewards can be used to increase both math accuracy and completion rates. However, researchers have not directly compared the differential effects of these two types of reward contingencies. Although researchers have examined the differential effects of performance-contingent and task-contingent rewards on intrinsic motivation to perform an activity, this research has consistently focused on the dependent measures of self-reported interest and free-choice participation. To this point, researchers have not thoroughly investigated the differential effects of performance-and task completion-contingent rewards on academic accuracy when these contingencies are in place and after teachers remove them. Researchers also have failed to examine the differential effects of meeting or failing to meet a reward contingency on academic accuracy. To address the gaps in the past research on performance-contingent and task-contingent rewards, this study investigated the effects of different types of reward contingencies on both academic performance and interest in math. Specifically, the study attempted to answer the following questions: What are the differential effects of performance-contingent, completion-contingent, and no reward conditions on math performance when the experimental conditions are in place, in a mandatory follow-up phase, and in a choice follow-up phase? What are the differential effects of earning a reward versus failing to earn a reward on subsequent academic performance within the framework of a completion or performance contingency? What are the differential effects of receiving a reward versus no reward for high academic performance on subsequent performance under a choice follow-up condition? Students from three 4th grade classrooms and four 5th grade classrooms served as participants. Over the course of three school days, all students were exposed to three experimental conditions including performance-contingent reward, completion-contingent reward, and no reward. The order of the presentation of conditions was counterbalanced and randomly assigned to the seven participating classrooms. In each of the three experimental conditions, students were given feedback regarding the accuracy of their responding. The day before experimental procedures began, students completed a pretest of math performance (i.e., an assignment of math problems) and of self-reported interest in math (i.e., a short Likert-scale questionnaire). On each of the three experimental days, the primary researcher distributed math assignments to students in each class and informed them of the presence or absence of reward contingencies in place that day. Assignments were comprised of problems appropriate for the grade level. The fourth grade classrooms were presented with 30 two-digit by two-digit subtraction problems, each involving borrowing. The fifth grade classrooms were presented with 50 two-digit by one-digit multiplication problems.
Download or read book Research Studies in Education written by and published by . This book was released on 1972 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Differential Effects of Three Types of Structured Reviews on the Learning and Retention of Mathematics written by McLouis Clayton and published by . This book was released on 1973 with total page 494 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Journal for Research in Mathematics Education written by and published by . This book was released on 1972 with total page 1024 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Evaluating the Impact of Supplemental Online Math Instruction and Intervention written by Craig R. Tornquist and published by . This book was released on 2015 with total page 53 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the impact of the supplemental online math instruction and intervention program TenMarks.com on student achievement as measured by assessment scores in a school in California's Central Valley. Sixty-three students from two different fifth grade classes participated in the study. Both classes were taught by the author. The scores on the standard curriculum chapter test and Ten Marks.com post-test of students who supplemented their in-class instruction with Ten Marks.com were compared to the scores of students who did not use Ten Marks.com during the course of the study. The results found no statistically significant difference in chapter test scores from the standard curriculum. However, significantly higher achievement was found on TenMarks.com post-test scores for those who used the online program.
Download or read book The Differential Effects of Domain specific and Metacognitive Learning Strategies on the Performance Self Efficacy and Academic Motivation of Developmental Students written by Sally P. Search and published by . This book was released on 1996 with total page 672 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book National Union Catalog written by and published by . This book was released on 1978 with total page 620 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 1972 with total page 1108 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book All Students Can Succeed written by Jean Stockard and published by Rowman & Littlefield. This book was released on 2020-07-09 with total page 311 pages. Available in PDF, EPUB and Kindle. Book excerpt: Based on more than ten years of research, All Students Can Succeed presents a comprehensive review of research related to Direct Instruction (DI), a highly structured method of teaching based on the assumption that all students can learn if given appropriate instruction. The authors identify over 500 research reports published over the last 50 years and encompassing almost 4,000 effect sizes, no doubt the largest meta-analysis of any single method of instruction ever published. Extensive statistical analyses show that estimates of DI’s effectiveness are consistent over time, with different research approaches, across different school environments, students from all types of backgrounds, different comparative programs, and both academic achievement and non-academic outcomes including student self-confidence. Effects are substantially stronger than those reported for other curricula. When students have DI for more time and when teachers implement the programs as designed, the effects are even stronger. Results indicate that DI has the potential to dramatically change patterns of student achievement in the United States. In an even-handed style accessible to policy makers, educators, and parents, the authors describe the theory underlying DI, its development, use, and history; systematically examine criticisms; and discuss policy implications. Extensive appendices provide detailed information for researchers.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 764 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Effects of supplemental instruction SI on student performance in a college level mathematics course written by Patricia Ann Kenney and published by . This book was released on 1988 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Effect of Self Instruction Strategy on the Achievement in Algebra of Students with Learning Difficulty in Mathematics written by Anthony Adani and published by . This book was released on 2012 with total page 16 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quasi-experimental study examined the effect of self-instruction strategy on the achievement in algebra of students with learning difficulty in mathematics. Two research questions and one null hypothesis were formulated to guide the study. The study adopted a non-randomized pre-test and post-test control group design with one experimental group using self-instruction strategy and a control group, learning through the "normal" conventional way of "teacher-directed" instruction. Two secondary schools in Nsukka education zone were used for the study. The population of the study comprised 855 students with learning difficulty in mathematics in SSI (senior secondary school I) in secondary schools in Nsukka education zone. The sample for the study was 40 students with learning difficulty in mathematics in community secondary school Isienu and community secondary school Umabor. Using the teacher's class achievement record, 40 students with learning difficulty in mathematics were identified, 20 from each school. The result of the study showed that self-instruction was effective in improving the achievement in algebra of students with learning difficulty in mathematics. (Contains 3 tables.).
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2007-10 with total page 784 pages. Available in PDF, EPUB and Kindle. Book excerpt:
