Download or read book The Effects of Computer based Mathematic Games on Student Achievement and Motivation in an Eighth Grade Algebra Course written by Nicole Remar and published by . This book was released on 2009 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of Computer based Instruction Versus Traditional Instruction on Academic Achievement in an Eighth Grade Algebra Classroom written by Debra K. Turk and published by . This book was released on 2004 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Effects of Selected Mathematical Computer Games on Achievement and Attitude Toward Mathematics in University Entry level Algebra written by Margaret L. Moore and published by . This book was released on 1980 with total page 318 pages. Available in PDF, EPUB and Kindle. Book excerpt: Two mathematical computer games, POE and EQUATIONS, were used to test the effects of games as learning aids in a university entry-level intermediate algebra course. Specifically, this study investigated whether use of these games would significantly increase student achievement in the course and improve student attitude toward mathematics. EQUATIONS is a nonsimulation mathematical game in which the algorithms of dealing with fundamental operations of mathematics are incorporated into the rules of the game. The computer version of EQUATIONS provides an opportunity for the student to play against a computer rather than another student. POE is a computerized strategy game designed to aid the student in learning to use the computer and to learn the rules for EQUATIONS. The hypotheses for this study, in condensed form, stated the following: Mathematical computer games, POE and EQUATIONS, will significantly increase student achievement in the university entry-level intermediate algebra course, will improve student attitude toward mathematics, and will significantly increase student achievement in predetermined specific skill areas. One hundred forty-three students who were enrolled in the large lecture-recitation section of Mth 95: Intermediate Algebra I at Oregon State University, winter term, 1980, were randomly assigned to the four Solomon groups. Following the expected student withdrawal in the first three weeks of classes, 89 students remained. Students in the experimental groups were trained to use the computer and play POE and EQUATIONS in two short training sessions. After playing POE for two weeks, students played EQUATIONS for the remaining six weeks of the term. Students in the two pretest groups were pretested with Dutton's Attitude Scale and one form of the course final examination. All students were posttested with Dutton's Attitude Scale and an equivalent form of the course final examination. Scholastic Aptitude Test (SAT) scores were available for approximately two-thirds of the sample. The results of the analysis of the achievement posttest scores, after adjustments for initial differences with the achievement pretest scores, indicated the games treatment did not significantly increase student achievement at the .05 level. However, this analysis did suggest a games treatment trend (p=.10). SAT data, obtained for a subset of the sample, provided additional investigation of this apparent trend. Analysis of the achievement posttest scores of the SAT subgroups, after initial adjustments for achievement pretest and SAT scores, indicated the mathematics portion of SAT was a significant (p=.005) predictor of posttest achievement. These data did not support the games treatment trend. Additional descriptive analysis using SAT data, suggested the initial withdrawal of students may have influenced the achievement posttest means. This bias may have created the appearance of a games treatment trend. In conclusion, the data in this study suggested the mathematical computer games, POE and EQUATIONS, did not significantly increase student achievement in this sample at the .05 level. Analysis of subscores from the achievement posttest did not find significant (at the .05 level) increases in student achievement in the predetermined specific skill areas. The results of the analysis of the attitude data showed no significant (at the .05 level) improvement in attitudes toward mathematics. The attitude pretest score was found to be a significant (p=.003) predictor of the attitude posttest score. Investigation of the amount of computer time used per week by students in the treatment groups indicated only 12 of 41 students worked with the computer games more than four weeks. The achievement of these 12 students was highly correlated with their time spent on the computer. These data illustrated the student response in this sample to the games as an additional assignment.

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 Resources in Education written by and published by . This book was released on 1998 with total page 352 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Effects of a Computer Game on Mathematics Achievement and Class Motivation written by Mansureh Kebritchi and published by . This book was released on 2008 with total page 185 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the last few years educational computer games have gained attention as a tool for facilitating learning in different sectors of society including but not limited to military, health, and education. However, advances in computer game technology continue to outpace research on its effectiveness. Few empirical studies have investigated the effects of educational games in the context of formal K-12 settings. The purpose of this study was to examine the effects of a series of mathematics computer games on mathematics achievement and motivation of high school students. In addition, the role of prior mathematics knowledge, computer skill, and English language skill of the participants on their mathematics achievement and motivation when they played the games were investigated. A total of 193 students and 10 teachers from an urban high school in the southeast of the United States of the America participated in this study. The teachers were randomly assigned to treatment and control groups. Students' mathematics achievement was measured using school district benchmark exams and a game performance test generated by the developers of the mathematics games. A mathematics motivation questionnaire based on Keller's (1987a) ARCS model of motivational design measured students' mathematics motivation. Multivariate Analysis of Co-Variance (MANCOVA) was conducted to analyze the data. In addition, interviews were conducted to cross validate the results of the quantitative data. The MANCOVA results indicated significant improvement of the mathematics achievement of the experimental versus control group. No significant improvement was found in the motivation of the experimental versus control group. However, a significant improvement was found on the motivation scores of the students who played the games in their school lab and classrooms compared to the ones who played the games only in the school labs. In addition, the findings indicated that prior mathematics knowledge, computer skill and English language skill did not play significant roles in achievement and motivation of the experimental group. Teachers' interviews revealed that these individual differences had indeed played significant roles in game-playing at the beginning of using the games, but the impacts gradually diminished as the students gained the required game-playing skills. The overall results indicated that the mathematics games used in this study were effective teaching and learning tools to improve the mathematics skills of the students. Using the games in mathematics education was suggested by the teachers as an appropriate alternative way of teaching, as one of the teachers stated: "This is definitely the way that we have to go to teach mathematics in the future." Mathematics games should be integrated with classroom activities if teachers want to increase mathematics class motivation. Teachers' helps and supports are vital in using the games effectively in a population with different prior mathematics knowledge, computer skills, and English language skills.

Download or read book Digital Game Based Learning written by Marc Prensky and published by Paragon House. This book was released on 2007-03-01 with total page 464 pages. Available in PDF, EPUB and Kindle. Book excerpt: Today's workforce is quicker, sharper, more visually oriented, and more technology-savvy than ever. To truly benefit from the Digital Natives' learning power and enthusiasm, traditional training methods must adapt to the way people learn today. Written by the founder of Games2train, this innovative book is filled with examples and information to meet the demands of both educators and employers.

Download or read book Advances in the Contributions of Mathematics in the Field of Education and Psychology written by Inmaculada Méndez and published by Frontiers Media SA. This book was released on 2024-03-07 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Implications of Eighth Grade Algebra I on High School Mathematics Achievement written by Robert Bayard and published by . This book was released on 2012 with total page 368 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 1290 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of the Connected Mathematics Project on Middle School Mathematics Achievement written by Lesa Maria Covington Clarkson and published by . This book was released on 2001 with total page 390 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Understanding Student Motivation and Affect in Middle School Mathematics Classrooms written by Rahila M. Simzar and published by . This book was released on 2016 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: Math course placement is a source of continued discrepancy in the United States. Over the past few decades policy initiatives have catalyzed revisions on how and when students are placed into their first Algebra course. Concerns over equity in access and the national goal of fostering a competent STEM workforce have motivated efforts to place more students into Algebra earlier. Students who are not selected into Algebra by the eighth grade, for example, face a blocked pathway to advanced math learning among other outcomes. Thus, efforts have predominantly focused on increasing Algebra course placement in eighth grade, a developmentally sensitive time that carries weight in shaping adolescent students' beliefs, feelings, and goals for mathematics. While an extensive body of research has taken advantage of changing Algebra course placement policies to examine effects on a variety of student outcomes, research has yet to examine how course placement influences students' motivation for mathematics and general states of affect (achievement emotions) in mathematics classrooms.This dissertation seeks to initiate our understanding of how math course placement relates to students' beliefs and feelings about mathematics by examining student reports of beliefs, goals, and achievement emotions within their mathematics classrooms during middle school. The studies presented here forth aim to make a unique contribution to this literature by examining the relation between middle school math course placement and students' motivation for mathematics and affect in middle school mathematics classrooms---and further, relating changes in each to subsequent mathematics achievement. To my knowledge, these studies are the first to reveal information about Algebra course placement and students' motivation and affect as research to date has examined the effects, influences, and associations of Algebra course placement on student cognitive and achievement outcomes.The first study examines the changes in students' goals, expectancy, and value for mathematics for students placed in eighth grade Algebra relative to peers placed in lower-level courses. This study extends analyses to examine whether the changes in students' beliefs and goals in eighth grade relate to changes in achievement. The second part of this dissertation examines student-centered achievement emotions and affect as it surfaces within math classrooms. Achievement emotions and affect carries a significant contribution to the development of motivation and subsequent learning and experiences. For example, a student's experience will inform anticipated emotions for future engagements, which will have an influence on that students' motivation by affecting the choice of activities that he or she chooses to engage in. In Study 2 I examine changes in students' achievement emotions (specifically, anxiety) and general states of positive or negative affect for students placed in eighth grade Algebra relative to peers placed in lower-level courses. In this study, as well as the third study, positive affect is characterized as students reporting feeling excited, interested, enthusiastic, and/or happy in their mathematics class. Negative affect is characterized by students' reports of feeling irritated, bored, and/or exhausted in their mathematics class. The third study examines the association between students' self-rated achievement emotions and affect and mathematics achievement as measured by a state standardized exam.The three studies in this dissertation aim to make a first contribution in the area of math course placement and adolescent motivation for mathematics by relaying information about how math course placement and changes in beliefs, goals, and affect contributes to the changes in students' motivation for mathematics and achievement. The results will provide policy-relevant information that is specifically needed at this time of nascent course placement policy changes that are occurring in light of the recently adopted Common Core State Standards. As schools revise course placement and course taking trajectories, information about influences on the cultivation of students' beliefs and feelings about mathematics carry meaningful utility in light of goals to prepare all students to succeed in an increasingly competitive global economy.

Download or read book Educational Video Game Effects Upon Mathematics Achievement and Motivation Scores written by Wendi M. Kappers and published by . This book was released on 2009 with total page 217 pages. Available in PDF, EPUB and Kindle. Book excerpt: An experimental research study using a mixed-method analysis to was conducted to examine educational video game effects on mathematics achievement and motivation between sexes. This study examined sex difference in a 7th grade mathematics (Mathematics 2/Mathematics 2 Advanced) classroom (n=60) learning algebra. Attributes and barriers relating to educational video game play, preference, and setting characteristics were explored. To examine achievement and motivation outcomes, a repeated-measure (SPSS v14) test was used. The analysis included ethnographic results from both student and teacher interview and observation sessions for data triangulation. Results revealed a statistically significant academic mathematics achievement score increase (F =21.8, df =1, 54, p[less than].05). Although, mathematics class motivation scores did not present significance (F =.79, df =1, 47, p[greater than].05), both sexes posted similar data outcomes with regard to mathematics class motivation after using an educational video game as treatment during an eighteen-week term in conjunction with receiving in-class instruction. Additionally, there was an increase in male variability in standard deviation score (SD[subscript motivationpre]=8.76, SD[subscript motivation post]=11.70) for mathematics class motivation. Lastly, self-reported differences between the sexes for this limited sample, with regard to game design likes and dislikes and observed female game play tendencies, were also investigated. The data presented customization as a unified, but most requested, game design need between the sexes. Between sex differences were found only to be superficial other than a female delay in game acceptance with regard to time and game play comfort.

Download or read book The Effects of Project based Learning Activities on Academic Achievement and Motivation in Mathematics in Eighth grade Students written by Rachel Marie Mudrich and published by . This book was released on 2017 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Selected Effects of a Computer Game on Achievement Attitude and Graphing Ability in Secondary School Algebra written by James Frank Marty and published by . This book was released on 1985 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt: The hypotheses of this study stated the following: Interaction with the computer game will significantly increase the class means in: (1) mathematical achievement, (2) attitudes toward mathematics, and (3) graphing ability in high school advanced algebra. ALGEBRA ARCADE is a computerized simulation game played on a coordinate grid. One can play against one's self or another player. Greater knowledge of graphing functions results in a higher score. The game closely resembles commercially marketed videogames. Eleven teachers, at seven high schools, each taught a control and an experimental class. Four hundred twenty-three students took both attitude tests and four hundred twenty-five students took both achievement tests. Students were pretested and posttested with selected scales from the Fennema-Sherman Mathematics attitudes Scales and equivalent forms of the Intermediate Algebra portion of the Descriptive Tests of Mathematics Skills (College Board) to measure mathematical achievement. Graphing ability was measured by the score on the Coordinate Plane and Graphing part of the Intermediate Algebra test. The experiment lasted four weeks and centered around the Quadratic Functions unit. The experimental group played ALGEBRA ARCADE in lieu of the in-class assignment during the 15-20 minutes at the end of class. The out-of-class assignment was the same. Analysis revealed: (1) a significant difference, at the .08 level, in- change of class means on mathematical achievement favoring use of the computer game, (2) very little difference (p=.38) in the change of class means on attitudes toward mathematics, and (3) a significant difference, at the .005 level, in change of class means on graphing ability favoring the use of the computer game. Analysis of the other parts of the Intermediate Algebra test and the specific attitude scales revealed no significant differences; however, a negative trend was noted in the areas of Solving Equations and Inequalities and Effectance Motivation in Mathematics.

Download or read book The Effects of Computer assisted Instruction on Attitude And or Achievement for the Low Achieving Eighth Grade Math Student written by Barbara A. Schladt and published by . This book was released on 1985 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Effects of Computer Integrated Instruction on Student Achievement in Eighth Grade Mathematics written by Mofeed M. Aql and published by . This book was released on 2011 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt: