Download or read book The Effect of a Student Response System on Student Achievement in Mathematics Within an Elementary Classroom written by Yvette Ellsworth Dix and published by . This book was released on 2013 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: The objective of this quasi-experimental quantitative study was to determine if the use of a student response system, combined with an interactive whiteboard, led to increased student achievement in mathematics within a fifth grade classroom as measured by a district benchmark assessment and the annual Arizona Instrument to Measure Standards (AIMS) Test. The study was founded on the understanding that students in the United States were lagging further and further behind their international peers in science, technology, engineering, and mathematics. One potential way to motivate students in these areas was to adhere to the constructivist approach to learning and to involve students in the construction of their own knowledge. Although very little research has been conducted combining interactive whiteboards and student response systems in elementary classrooms to measure their effectiveness related to student achievement, this combination may be what is needed to address how to raise student academic scores while engaging digital native students in the process. In this study, student scores from a district benchmark assessment served as the baseline measure of mathematical proficiency. The AIMS Test served as the outcome measure of mathematics achievement in the study. An analysis of covariance was conducted and it demonstrated a significant difference, based on a significance level of .05, between the treatment and the control groups, with F = 6.83 and p = .01. It was therefore determined that the use of a student response system positively affected student achievement in mathematics.

Download or read book Student Response Systems in the Elementary Classroom written by Amanda R. Crawford and published by . This book was released on 2013 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the impact that student response systems may have on mathematics achievement in third grade classes at a school in California's Central Valley. Teachers are often seeking ways in which to check students' understanding during a lesson, and use of "clickers" is gaining interest among K-12 teachers as a tool that can provide timely feedback on instruction and help facilitate the learning process. This study compared two third grade classes' results on math chapter tests when one class used clickers during the lessons and the other class did not. The results did not support that clickers made a difference when it came to student learning as measured by the two third grade math chapter tests that were part of this study.

Download or read book The effect of Student Response System on student academic achievement in mathematics written by Sylvie Fontaine Jacobs and published by . This book was released on 2013 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Improving Student Achievement Through the Use of Interactive Response Systems written by Christina L. Dunn and published by . This book was released on 2015 with total page 63 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the use of interactive response systems and their effect on student achievement in a 6th grade elementary school mathematics class. The interactive response systems, or “clickers”, were used as a differentiation tool by identifying, on a daily basis through the use of a Quick Check, a quiz provided by the adopted mathematics curriculum, which students grasped the concept and which students may need re-teaching. The 6th grade class, utilizing the interactive response system, was compared with a similar in demographic class which did not utilize interactive response systems to help differentiate. District benchmark exam data and California State Testing data were used as a covariant and to analyze consequential differences in student achievement based on the use of the interactive response systems. Gender differences when using the interactive response systems were also explored using the same data set.

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 The Effects of Immediate Feedback Using a Student Response System on Math Achievement of Eleventh Grade Students written by Austin Kureethara Manuel and published by . This book was released on 2015 with total page 374 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Exploring the Impact of Audience Response Systems on Mathematical Achievement written by Wayne Harlan Hoistad and published by . This book was released on 2012 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quasi-experimental research study first analyzed the use of audience response systems (ARS) in a high-school mathematics class and provided data regarding the impact of ARS on student achievement. Secondly, the study broke down the achievement gains in the treatment group by gender. The two questions the study sought to answer were, "Does the use of ARS increase student academic achievement in a high-school mathematics class?" and, "Do male and female students perform differently when using ARS in a high-school mathematics class?" The analysis of the data found that there was a statistically significant difference in the academic achievements of the class that used ARS and the class that was taught in a more traditional manner. No statistical difference in academic achievement was found, however, between the males and the females in the treatment group.

Download or read book School Effects on Educational Achievement in Mathematics and Science 1985 86 written by Carolyn L. Arnold and published by Department of Education Office of Educational. This book was released on 1992 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report examines the effects of both student and school characteristics on mathematics and science achievement levels in the third, seventh, and eleventh grades using data from the 1985-86 National Assessment of Educational Progress (NAEP). Analyses feature hierarchical linear models (HLM), a regression-like statistical technique that addresses the problem of students nested within schools by directly modeling within- and between-schools variation in achievement. Additionally, HLM allows examination of the impact of school characteristics on the relationship between student characteristics and achievement within schools. Following an executive summary, this report contains: (1) an introduction including information on the background and purpose of the study, a description of data sources and variables used in the analyses, and an outline of the methodological approach utilized; (2) a summary of the effects of school characteristics on mathematics achievement for each of the three grades with respect to the within-school model and the five between-school models; (3) a summary of the effects of school characteristics on science achievement for each of the three grades with respect to the within-school model and the five between-school models, enlarged with a comparison of mathematics and science results; (4) an extensive discussion of the findings in relation to methodological goals, grade level differences, school size, disassociation of socio-economic influences from race-ethnicity, tracking, gender differences, and teacher characteristics; and (5) appendices that include technical notes for the variables and the HLM methodology, descriptive statistics for selected characteristics, and supporting tables for the HLM results. In general, the school characteristics examined in the analyses provided better explanations for average achievement between schools than they did for the effects of gender, race-ethnicity, and socioeconomic status on achievement. (JJK)

Download or read book Dissertation Abstracts written by and published by . This book was released on 1968 with total page 998 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 2001 with total page 748 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Effects of Student Response System Use on Student Learning and Verbal Participation for a Sixth grade Mathematics Unit written by Gary Thomas Grissom (II.) and published by . This book was released on 2006 with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt: Results of the study found no significant difference in student learning as measured by a teacher created posttest for the probability unit. No significant difference was found to exist in student verbal participation for the mean total number of student-to-teacher responses between the treatment group of SRS use compared to the control group of SRS non-use. A significant difference was found in student verbal participation between the treatment and control groups for the mean total number of student-to-student responses. Results of a survey of student attitudes regarding SRS use are also presented.

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-07 with total page 576 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of Curriculum based Measures on Elementary Math Achievement written by George Bickert and published by . This book was released on 2011 with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt: The No Child Left Behind Act of 2001 has had significant ramifications across public education. Due to reporting mandates, schools and districts are being held publicly accountable for the academic performance and progress of all students. Since implementation of the law, much attention has been focused on the "achievement gap," that is, any differences in performance between groups of students. Students associated with the achievement gap typically come from certain demographics: minorities, low-income families, students with disabilities, and students with limited English proficiency (English Language Learners). The purpose of this study was to examine the effect of using curriculum-based measures (CBMs) on math achievement, particularly ELL students. Eight elementary schools in northwestern New Mexico, divided into two groups (control and experimental) of four schools each, used the same state-approved, core math curriculum, were compared using a quasi-experimental research design. In addition to the regular core curricular materials, the experimental schools were provided with weekly CBMs, containing sample questions developed from the state's performance standards. Each weekly CBM included at least one question from each of the five broad math strands: number and operations, algebra, geometry, measurement, and data and probability. Fourth (N = 283) and fifth grade (N = 294) students who had continuous enrollment for the duration of the experiment served as subjects. Successive regular administrations of the New Mexico Standards Based Assessment math subtest served as the pre- and posttest measures. Analysis of covariance tests, with the pretest as the covariate, revealed no significant treatment effects for either the fourth or fifth grade students through the use of CBMs as a supplement to the core math curriculum. The significant effects, supported by previous research, were the school and, especially, the teacher for both grades. In this study, the effects of the classroom teacher were of more importance to student achievement than either the school a child attended or what curriculum program or process a given school employed.

Download or read book Follow the Science to School Evidence based Practices for Elementary Education written by Barbara Davidson and published by John Catt. This book was released on 2022-03-21 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: “Follow the science.” How often have you picked up an education book to read how, according to the authors, the system is broken, failing, and flailing—but their ideas for fixing it will bring about a miraculous transformation? That’s not the approach of this volume. Sure, the editors believe that our system of education could achieve significantly better results. But they also recognize that schools have gotten better over time. One explanation is the progress schools have made in “following the science”. Especially in early reading and math instruction, scholars know more now about what works than we did in the past, and more schools are putting that knowledge into practice. Now, in the wake of a horrific pandemic, even the best elementary schools are struggling to help their students get their momentum back again. In this book, the editors share high-quality syntheses of evidence and insights from leading educators, academics, and other experts. And they communicate those findings in user-friendly language, with an understanding of the real-world complexities of schools and classrooms.

Download or read book Response to Intervention in Math written by Paul J. Riccomini and published by Corwin Press. This book was released on 2010 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: Provides educators with instructions on applying response-to-intervention (RTI) while teaching and planning curriculum for students with learning disabilities.

Download or read book Behavior Analysis in Education written by Ralph Gardner and published by Wadsworth Publishing Company. This book was released on 1994 with total page 408 pages. Available in PDF, EPUB and Kindle. Book excerpt: This reader summarizes the issues, trends and findings found in behaviour analysis in education literature. The chapters consist of research, reviews, and/or position papers on higher education and professional development, research and measurement methodology, perspectives on the education of children and adults, and instructionaI applications. The authors share their assessment of past and present educational practice, as well as their vision for reform in the future.

Download or read book Learning with Mobile Technologies Handheld Devices and Smart Phones Innovative Methods written by Lu, Zhongyu (Joan) and published by IGI Global. This book was released on 2012-04-30 with total page 273 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This book presents a collection of innovative research that focuses on learning in the digital world with advanced mobile technologies"--Provided by publisher.