Download or read book The Effect of an Instructional Model Utilizing Hands On Learning and Manipulatives on Math Achievement of Middle School Students in Georgia written by Kara White and published by . This book was released on 2012 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt: The concepts and ideas of mathematics is a major element of educational curriculum. Many different instructional strategies are implemented in mathematics classrooms. The purpose of this study was to evaluate the effect of an instructional model utilizing hands-on learning and use of manipulatives on mathematics achievement of middle school students. A quasi-experimental non-equivalent control-group design was used to examine 145, seventh-grade students from a North Georgia middle school. Data was collected to analyze if changes were experienced in pretest/posttest scores. A Mann-Whitney test was run and revealed initial group differences between the whole control and whole experimental groups, and also between average-achieving control participants and average-achieving experimental participants. An ANCOVA was then run to analyze the null hypotheses for the first and third research questions, revealing that there was no significant difference between posttest scores of the control and experimental groups when compared as whole groups. In addition, no significant differences were found between posttest scores of average-achieving participants in the control and experimental groups. Individual Mann-Whitney tests were used to examine the second and fourth research questions. The results showed that there were no significant differences between two of the subgroups (low-achieving control versus low-achieving experimental, high-achieving control versus high-achieving experimental) of the control and experimental groups.

Download or read book The Effects of Whole Group Instruction Versus Individual Instruction on Mathematical Achievement of Middle School Students written by David Ramenofsky and published by . This book was released on 2008 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Impact of the Math Workshop Model on Middle School Classroom Instruction and Student Achievement in a Southeast Suburban School District written by Crystal Heyward Gantt and published by . This book was released on 2020 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educators are faced with diverse populations, and determining the best way to meet the needs of all students has posed a challenge. This task has been compounded in math classes because nationwide, students have math deficits. The Math Workshop Model provides a classroom structure where the instructional time is chunked into three major components: mini-lesson, student centered, and closure. Each component is focused on strategically and purposefully introducing and practicing content at or near student ability levels. This multimethod research study investigated the impact of the Math Workshop Model on classroom instruction and student achievement in a southeastern suburban school district. The study examined seventh-grade students’ math MAP Growth scores on assessments before and after the implementation of the Math Workshop Model. A Repeated Measures ANOVA test was run to determine if the Math Workshop Model had a significant impact on student achievement based on four spring MAP assessments. Teacher survey data were used to gather information on how teachers use the Math Workshop Model and its effectiveness on student achievement. The results of the study showed that the Math Workshop Model has a significant impact on student achievement. Most subgroups of students’ MAP scores decreased as a result of receiving instruction through the Math Workshop Model structure. Gifted students’ scores increased when the Math Workshop Model was in place. Teacher perception surveys showed that teachers think using the Math Workshop is an effective strategy to increase differentiated instruction, student collaboration, student engagement, and student achievement.

Download or read book An Action Based Research Study on How Using Manipulatives Will Increase Students Achievement in Mathematics written by Crystal Allen and published by . This book was released on 2007 with total page 18 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to find out if meaningful educational activities and the use of a manipulative in those activities might have an impact on student achievement. Using manipulative as cognitive tools should improve the teaching and learning process, and encourage student reflections on retaining the information. It has been claimed that the usage of a manipulative not only increases student achievement, but also allows them to improve their conceptual understanding and problem solving skills. The use of a manipulative can also promote a student to have a positive attitude toward mathematics. The research was completed was an action research project with one fifth grade math class over the course of three days. The subjects in this group participate in program by the name of Everyday Math, which they are required to take a pretest and posttest before they are taught any lessons in that unit. Each unit consists of hands-on manipulative, games, partner activities, and everyday mathematics tools. The research was based off of a pretest given the first day, and introduction to the unit using manipulatives on the second day, and a posttest on the third day. All students were given the exact instructions on using pattern blocks to understand the relationship of interior angles in various polygons. All students were given the same pretest and posttest. The results of my study revealed that students using a manipulative improved their level of achievement, increased their understanding, and promoted a positive attitude to a mathematical concept that they previously struggled with before using a manipulative. (Pre-Test and Post-Test Scores/Changes/Averages are appended.).

Download or read book The Effects of a Direct Instruction Math Intervention on Standardized Test Scores of At Risk Middle School Students written by Charles Moore and published by . This book was released on 2014 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educators are seeking ways to improve student academic achievement in math and to increase math standardized test scores because of the requirements of the reauthorization of the Elementary and Secondary Education Act, known as the No Child Left Behind Act (NCLB), Individuals with Disabilities Education Act (IDEA), and Race to the Top initiative (RTTT). One such intervention in middle school is a direct-instruction math program. This causal-comparative study examined the relationship between a direct-instruction math intervention and math achievement on standardized test scores of at-risk middle school students. This study compared the differences in the mean scale scores for at-risk middle-school students who received a direct-instruction math intervention and at-risk middle school students who did not receive a direct-instruction math intervention on the math subtest of the 2012 Georgia Criterion Referenced Competency Test, while using the 2011 scores as a control variable to control for previous math ability using a one-way between-groups analysis of covariate (ANCOVA) statistical test. Further, this study compared the relationship, by gender, between a direct-instruction math intervention and math achievement on standardized test scores. The data from the study suggests that the direct-instruction mathematic intervention did result in the intervention group having a significantly higher mean scale score on the 2012 mathematic subtest of the Georgia CRCT than the control group for both genders.

Download or read book Resources in Education written by and published by . This book was released on 1989 with total page 732 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of Instruction Using Manipulatives in Cooperative Learning Groups on Mathematics Achievement written by Jean Lowery and published by . This book was released on 1992 with total page 66 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Study of the Effect of Instructional Method on the Reading and Mathematics Achievement of Chapter One Students in Rural Georgia written by Curtis T. L. Hunter and published by . This book was released on 1994 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of Physical Manipulatives on Achievement in Mathematics in Grades K 6 written by Jadwiga Domino and published by . This book was released on 2010 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt: Even though there numerous books, articles, research studies, and other publications written since National Council of Teacher of Mathematics (NCTM) published Curriculum and Evaluation Standards of School Mathematics in 1989 have advocated the use of manipulatives in the teaching of mathematics, there is no conclusive evidence showing that the use of manipulatives helps students attain higher achievement in mathematics. The purpose of this meta-analysis is to investigate the overall effect of using manipulatives in mathematics instruction, compared to traditional instructional methods, on students' achievement in mathematics in kindergarten through Grade 6. After formulating the research question, the following steps were undertaken: developing a coding form, gathering research studies by searching the literature, coding the appropriate information from each study, calculating effect sizes, and analyzing and interpreting the effect sizes.^The coding form developed for this study included study characteristics such as year of publication, type of publication, study design, student ability level, SES of the students, type of community, type of measuring instrument, and duration of treatment. These nine study characteristics became the moderator variables of this study and it was found that they had a significant impact on the overall mean effect size. Eight electronic data bases and 12 peer-reviewed journals were searched to locate both published and unpublished studies conducted in the U.S. between 1989 and 2010. Eligible studies met the following search criteria: manipulative use was compared to manipulative nonuse, students were in kindergarten through Grade 6, sufficient information was reported for the calculation of effect sizes, and a control group/treatment group design was used.^The search of online databases and education journals revealed 1035 articles about manipulatives and yielded 31 primary studies that met the search criteria. These studies represented 5288 students and produced 35 effect sizes. The mean effect size was 0.50 with a confidence interval between 0.34 and 0.65. These results indicate that students who used manipulatives during mathematics instruction had statistically significant higher mathematics achievement than students who were taught by traditional teaching methods. A 0.50 effect size can be interpreted to mean that students who used manipulatives scored one-half of a standard deviation higher on mathematics achievement tests than students who did not use manipulatives. This improvement in achievement implies that the average student who used manipulatives performed better than 69% of the students who did not use manipulatives.^An implication of this research study is that there is evidence that student achievement in mathematics in kindergarten through Grade 6 can be improved as a result of using manipulatives. Implications for practice are that curriculum supervisors can confidently recommend policies that include manipulatives in the teaching of mathematics, teacher educators should guide future teachers in the proper use of manipulatives, and professional development personnel can encourage and prepare teachers to incorporate the use of manipulatives in their teaching practices.

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:

Download or read book The Effect of Manipulatives on Achievement Scores in the Middle School Mathematics Class written by Elaine D. Doias 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 Effects of Manipulative Use on PK 12 Mathematics Achievement written by Amy B. Holmes and published by . This book was released on 2013 with total page 18 pages. Available in PDF, EPUB and Kindle. Book excerpt: Four figures and three tables are appended.There is growing consensus among researchers, educators, and policy makers about the need for greater emphasis on ambitious student-centered mathematics instruction in light of mounting concern about student mathematics performance in the intermediate grades and beyond. To facilitate educators' adoption of ambitious mathematics instructional practices, recent reform initiatives, such as the Common Core Standards for Mathematics (CCSM), have specified the content elementary students should learn and the practices in which students should engage, while organizations such as the National Council of Teachers of Mathematics (NCTM) have assumed responsibility for making recommendations for improving instructional practices in mathematics. In particular, since 1989, the NCTM has continually called for the increased use of manipulative materials at all levels of mathematics education in order to support students' conceptual and procedural understanding. However, the evidence for the effects of using manipulatives to support student mathematics achievement across the primary and secondary grades is generally mixed. Investigating reasons for such contradictory findings through rigorous inquiry is important for advancing both theory and practice in mathematics education. This systematic review and meta-analysis seeks to address this issue in order to strengthen communication and research partnerships with educators, administrators, and policy makers interested in effective practices in mathematics education. A comprehensive literature search was conducted to identify qualifying studies reported between 1989 and 2012, including a search of electronic bibliographic databases, gray literature databases, and reference lists of research reports and prior reviews. The search culminated in a total of 856 reports, of which 17 reports describing 21 primary studies met the eligibility criteria after screening of titles, abstracts, and/or full-text reports, for a total sample of 1519 students. Two separate meta-analyses were conducted for the comparison of manipulatives use to a business as usual nonuse condition (14 studies, 14 effect sizes, 1126 students) and for the comparison of virtual manipulatives use to a business as usual physical manipulatives use condition (7 studies, 7 effect sizes, 393 students). Although clearly not a mathematics achievement panacea, results from this review provide evidence that student achievement in grades PK-12 can be improved through the use of mathematics manipulatives. Among other implications, practitioners, administrators, and policy makers may want to consider purchasing more inexpensive manipulative materials in order to reserve funds for other interventions that research has shown to have a more substantial impact on student mathematics achievement. Tables and figures are appended.

Download or read book The Impact of Computer based Programs on Middle School Math Achievement written by Kenyatta Gilmore and published by . This book was released on 2018 with total page 91 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this correlation research study was to investigate the impact of computer-based learning on middle school math achievement of at-risk students. The participants for this study were drawn from a convenience sample of 83 middle school students located in southeastern Georgia. At-risk middle school students were achieving below their grade equivalent and failing to meet local and state proficiency standards. Computer-based instruction was implemented as an intervention to increase student achievement in mathematics. The study used a pretest-posttest control group design and used SPSS software to conduct the statistical analyses using an ANCOVA and t-test. The results indicated that the use of Math 180 did not result in a statistically significant increase in achievement of at-risk students. However, the observed power for each null hypothesis was very low, indicating the likelihood of a Type II error. Therefore, there may have been an effect of Math 180 on student achievement, but the sample sizes were too small to detect it. This type of intervention may be recommended for continued use; however, future research on other computer-based programs would be beneficial.

Download or read book International Encyclopedia of Developmental and Instructional Psychology written by Erik de Corte and published by Pergamon. This book was released on 1996 with total page 952 pages. Available in PDF, EPUB and Kindle. Book excerpt: This Encyclopedia intends to provide a research-based overview in an educational perspective of the present state-of-the-art of our knowledge and understanding of the conditions, processes, and modifiabilities of human development and learning. The Encyclopedia focuses on both developmental psychology and instructional psychology. Over the past decade the boundaries between these two separate research domains have become increasingly obscure. Indeed, developmental psychologists have shown a growing interest in the impact of environmental factors on development, this has led to the study of educational and instructional variables, the pre-dominantly environmental factors. Meanwhile, instructional psychology has become a major subdomain of research on human cognition and development. A substantial contribution to the synergy between both domains derives from the robust research finding that developmental changes are very important conditions, as well as consequences, of the acquisition of knowledge and (meta)cognitive strategies. The resulting changes have inspired the decision to combine both developmental and instructional psychology into one single volume. The trend toward the integration of both domains notwithstanding, the systematic discussion of their research findings requires a certain delimitation of the two fields. The Encyclopedia is divided into 16 areas in order to reflect the specific nature, as well as the integration, of both domains. In the first section, which is most representative of the integrative tendency, a general framework of research on human development, learning and instruction is outlined. The next six chapters are concerned with the various aspects of human development and learning. The remaining nine sections represent an overview of the research findings on learning and instruction which are relevant to education. Articles include updated and revised material from the International Encyclopedia of Education, 2nd Edition (described by Choice as being "a premier resource when judged on virtually every criteria applied to a reference work"). The Encyclopedia provides an informative introduction to aspects of developmental psychology and instructional psychology that significantly influence education.

Download or read book A Case Study Examining the Experiences of Middle School Teachers who Use Manipulatives to Foster the Self efficacy of Students with Math Difficulties written by Krishanta Katira Wildgoose-Butcher and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this instrumental case study was to examine the experiences of middle school teachers who use manipulatives during math instruction to foster the self-efficacy of students with mathematics difficulties. Bandura’s theory of self-efficacy was the theoretical framework for this study. The study was conducted at the Starlight School for Exceptional Children and at the Kingsway High School in The Bahamas. I recruited 15 participants for this study that included a combination of special and general education teachers who use manipulatives to provide math instruction to middle school students. To attain optimum results, I collected the data in the following order: individual interviews, focus groups, and classroom observations. Data analysis procedures were based on the guidelines outlined by Yin and Stake. The central research question that guided the study asked, How do middle school teachers describe the factors that influence the development of their students’ self-efficacy while using manipulatives during mathematics instruction? The five major themes that emerged from the data analysis included the following: (a) consequences, (b) deliberate practice, (c) modeling, (d) targeted feedback, and (e) instructional changes. The interpretation of findings, along with relevant implications, limitations and delimitations of the study, and recommendations for future research are also discussed.

Download or read book Interventions to Improve Student Achievement in Mathematics for Middle School Students with Autism written by and published by . This book was released on 2015 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book From Teaching to Mentoring written by Lee Herman and published by Routledge. This book was released on 2005-10-10 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt: What is mentoring? What makes a teacher a mentor? From Teaching to Mentoring is an argument for the power, practicality and the basic good of a simple educational idea. The authors advocate a sound, comprehensive and lifelong education, shifting the emphasis of the learning process to the needs of the student. Whilst heeding traditional criteria of educational excellence, they ask for profound educational and political transformations: * Teachers become collaborative inquirers with their students * Students become skilled and lifelong independent learners * Academic institutions become learning communities embracing the full diversity of human curiosity and experience. The book covers discussion on what mentoring is, and why it is now so much in demand. It details the distinctive features of mentoring, including asking questions, students' reflections and responses and collaborative curriculum planning. Drawing upon two decades of extensive research and practice, and using a variety of illuminating case studies, the authors offer a stimulating and thorough examination of mentoring. This combination of theory and practice will be invaluable to anyone involved in the teaching of adults in further and higher education, as well as university administrators, programme directors and developing and training officers.