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 Student Achievement Using Project based Learning One to one Technology in Eighth Grade Mathematics and Science written by Holly Bailey and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: School districts throughout the nation spend hundreds of thousands of dollars on one-to-one technology for students in hopes of increasing academic achievement. This study examined student achievement, via project-based learning and common based assessments, of students who used one-to-one technology in eighth grade compared to students who did not use one-to-one technology in eighth grade. Utilizing mixed methodology the quantitative part of this study included data from common based assessments in mathematics and science. The teachers' and students' perspective of student achievement after using one-to-one technology, through project-based learning, in eighth grade is the qualitative component to this study. Using two separate components, this research was conducted in a large, suburban school district in southeast Texas. First, archival data of CBA scores were gathered from the suburban school district for students who used one-to-one technology in eighth grade and students who did not use one-to-one technology in eighth grade. The results were analyzed via factorial analysis of variance (ANOVA) which determined if there was a statistically significant mean difference between the two groups and within groups. Second, student focus groups were conducted to investigate student belief in the relationship project-based learning through the use of one-to-one technology had on student achievement. Finally, teacher perspectives on self efficacy of implementation of one-to-one technology, through the use of project-based learning was gathered.

Download or read book Traditional Vs Project based Learning written by Sunletha Carter and published by . This book was released on 2016 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the charge by the National Council for Teachers of Mathematics (NCTM) to move away from the traditional learning (TL) method of instruction to more learner-controlled techniques, project-based learning (PBL) has been on the rise. This quasi-experimental nonequivalent control group design study compared the academic achievement of 122 eleventh and twelfth grade students who were instructed using PBL techniques, with a control group of their counterparts who were instructed using TL techniques, in honors level mathematics courses. Pretest and Posttest data collected from both groups of students were statistically analyzed using independent t-tests, and Analysis of Covariance (ANCOVA), respectively, since the independent t-tests on the pretest data yielded significant differences between the two groups. The ANCOVA results showed a statistically significant difference between the mean performance of the PBL group and the mean performance of the TL group. Similar results were obtained when the mean performance of male students only, as well as the performance of female students only, were compared between the two groups, thereby revealing that PBL instructional method helped to improve student achievement in honors level mathematics courses. In addition, students’ motivation data obtained from the Instructional Materials Motivation Survey (IMMS) were analyzed using Multivariate Analysis of Variance (MANOVA) and Analysis of Variance (ANOVA). The results showed that there was no statistically significant difference in the motivation of students instructed using PBL method and students instructed using TL method. The study further discussed implications for teaching and learning, as well as made recommendations for future research.

Download or read book Project Based Teaching written by Suzie Boss and published by ASCD. This book was released on 2018-09-20 with total page 231 pages. Available in PDF, EPUB and Kindle. Book excerpt: It's no secret that in today's complex world, students face unparalleled demands as they prepare for college, careers, and active citizenship. However, those demands won't be met without a fundamental shift from traditional, teacher-centered instruction toward innovative, student-centered teaching and learning. For schools ready to make such a shift, project-based learning (PBL) offers a proven framework to help students be better equipped to tackle future challenges. Project Based Teachers encourage active questioning, curiosity, and peer learning; create learning environments in which every student has a voice; and have a mastery of content but are also comfortable responding to students' questions by saying, "I don’t know. Let's find out together." In this book, Suzie Boss and John Larmer build on the framework for Gold Standard PBL originally presented in Setting the Standard for Project Based Learning and explore the seven practices integral to Project Based Teaching: Build the Culture Design and Plan Align to Standards Manage Activities Assess Student Learning Scaffold Student Learning Engage and Coach For each practice, the authors present a wide range of practical strategies and include teachers' reflections about and suggestions from their classroom experiences. This book and a related series of free videos provide a detailed look at what's happening in PBL classrooms from the perspective of the Project Based Teacher. Let's find out together. A copublication of ASCD and Buck Institute for Education (BIE).

Download or read book The Effects of Project based Learning Activities on Intrinsic Motivation and Skill Acquisition of Rural Middle School Math Students written by Yuri G. Yancy and published by . This book was released on 2012 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book STEM Project Based Learning written by Robert M. Capraro and published by Springer Science & Business Media. This book was released on 2013-04-20 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: This second edition of Project-Based Learning (PBL) presents an original approach to Science, Technology, Engineering and Mathematics (STEM) centric PBL. We define PBL as an “ill-defined task with a well-defined outcome,” which is consistent with our engineering design philosophy and the accountability highlighted in a standards-based environment. This model emphasizes a backward design that is initiated by well-defined outcomes, tied to local, state, or national standard that provide teachers with a framework guiding students’ design, solving, or completion of ill-defined tasks. This book was designed for middle and secondary teachers who want to improve engagement and provide contextualized learning for their students. However, the nature and scope of the content covered in the 14 chapters are appropriate for preservice teachers as well as for advanced graduate method courses. New to this edition is revised and expanded coverage of STEM PBL, including implementing STEM PBL with English Language Learners and the use of technology in PBL. The book also includes many new teacher-friendly forms, such as advanced organizers, team contracts for STEM PBL, and rubrics for assessing PBL in a larger format.

Download or read book Homework Learning and Academic Success The Role of Family and Contextual Variables written by Antonio Valle and published by Frontiers Media SA. This book was released on 2020-02-24 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: The main purpose of this Research Topic is to analyze and identify the main family and contextual variables that are involved in the process of carrying out homework. This will require studying the role played by teachers, students, and families in order to ensure that schoolwork is a useful learning tool. Although the role of the student is, obviously, crucial in homework, research has focused on the cumulative time spent by the student carrying out homework. However, the time spent on homework is not in itself evidence of the student’s involvement nor is time spent indicative of quality time. Indeed, an excess of time can sometimes denote low competence in a field of knowledge, while spending less time on homework could be indicative of high competence. It is more likely that a high dedication of time spent on homework reflects high motivation, or comprehension deficits, rather than commitment to learning or academic motivation. In tandem with the role of the student, teachers, as responsible for prescribing homework assignments for students, also become central players in the process of completing homework assignments. The decisions that teachers make about homework prescriptions, and the amount and type of tasks they set, will determine, to a large extent, the quality of the homework process including the student’s motivation and the student’s level of engagement with homework. Furthermore, the fact that homework is useful, interesting and motivating for students, will depend on how the teacher prescribes those tasks and the connection established with classroom learning. Teacher feedback also acquires particular relevance for this point by helping the students to accurately estimate the quality of their progress and overcome the difficulties they may have encountered in carrying out their homework. Lastly, the effectiveness of teacher feedback depends on its contribution to the student’s educational progress and how that student will perform in the future. In addition to the student who performs the task and the teacher who prescribes and corrects it, we must not lose sight of parents’ role. Although there are discrepancies regarding the role that parents play in relation to homework, it is evident that their implication has important consequences not only on the final result of those tasks but also on the very process of carrying them out. Everything seems to indicate that the family environment and, more specifically, the support and feedback provided by parents is a factor that can determine the involvement of students in school duties. In this way, providing emotional support encouraging children to get involved can contribute positively to improving their motivation and interest in the performance of homework. The objective of this Research Topic is to provide researchers and professionals in psychology and education settings with some of the most recent empirical evidence regarding the homework process, its prescription and correction. Overall, we aim to cease making homework a source of conflict and controversy at the socio-educational level in order to provide useful instruments for improving the quality of student learning. This work was developed with the financing of the research projects EDU2013-44062-P (MINECO), EDU2017-82984-P (MEIC).

Download or read book The Impact of Project based Learning on Reading and Mathematics Scores of Eighth Grade Students written by Debbye L. Garner and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: See ProQuest for summary.

Download or read book The Effects of Project Based Learning on Middle School Students Attitudes and Achievement in Mathematics Education written by Allison Arnold and published by . This book was released on 2012 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this action research study of a sixth-grade mathematics classroom, I investigated how using Project Based Learning combined with collaborative learning influenced students'attitudes and beliefs in learning mathematics. I discovered that using a Project Based Learning approach to instruction helped the students see connections to math and the real world. They felt that math became something exciting instead of just lessons from a book. I also found that most students preferred to work in small groups because they had come to count on their peers for support. They felt that they were more comfortable asking their peers questions in a small-group setting than asking questions in a traditional classroom setting. Through this Project Based Learning, it also was found that classroom engagement increased when student interest was combined with a variety of challenging and authentic problem-solving tasks. Finally, this action research supports collaborative learning in the mathematics classroom because when children work together it leads to higher self-confidence and positive attitudes.

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 Factors That Influence Motivation Achievement and Group Problem Solving Outcome in Mathematics of Chinese Eighth Graders in a Cooperative Learning Setting written by Changgen Pei and published by Open Dissertation Press. This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Factors That Influence Motivation, Achievement and Group Problem Solving Outcome in Mathematics of Chinese Eighth Graders in a Cooperative Learning Setting" by Changgen, Pei, 裴昌根, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Research has shown that cooperative learning positively affects students' achievements and motivation in mathematics and other disciplines. However, much remains unknown about how these effects are achieved. Not only cognitive factors but also social factors of cooperative learning can contribute to these effects (S. Sharan & Shaulov, 1990). This study focuses on six interpersonal variables relevant to group work (i.e., psychological safety, value diversity, dependence of the self, dependence of the peer, trust in the self, and trust in the peer) and explores: (1) their relationships with students' mathematics motivation; and, (2) the mediating effect of students' mathematics motivation on the relationships between the six variables and students' mathematics achievement. The major form of group work used in this study is students' group mathematical problem solving. Given that limited research has explored the factors influencing group mathematical problem-solving outcome among students with considerable collective learning experience, this study also addresses this research gap. Ninety-four students in two eighth-grade classes taught by the same mathematics teacher in a school in Shenzhen, mainland China, participated in this study. A modified version of the Student Team-Achievement Division (Slavin, 1986) cooperative learning method was developed for the teacher to employ in classroom teaching for a six-week period. Instruments were administered to measure students' mathematics achievement and motivation and the six interpersonal variables at the beginning and the end of the cooperative learning intervention. The mathematical problem-solving processes of three pairs of contrasting student groups were videotaped near the end of the intervention. Data from measuring instruments were analyzed using correlation, regression and mediation analysis; data from videotapes were analyzed through discourse analysis. The major findings are: (1) Most correlations between the interpersonal variables and post-motivation were near or at the medium level. When controlled for students' background variables, the unique variances in post-motivation that were explained by interpersonal variables as a whole, ranged from 10% to 21%, which is near or at the medium level. Specifically, psychological safety, value diversity, trust in the self and trust in the peer were identified as significant predictors of post-motivation. (2) Post-motivation exerted a mediating effect between interpersonal variables as a whole, and post-achievement. It was further found that intrinsic goal orientation played a mediating role in the relationships between psychological safety, value diversity, dependence of the peer and trust in the self, and post-achievement. Likewise, test anxiety mediated the relationship between psychological safety and post-achievement. (3) The results from the three pairs of contrasting groups suggest that successful group mathematical problem solving is more likely to occur under two circumstances - when group members' mutual engagement is well coordinated (e.g., attending to one another's ideas, monitoring understanding, and participating equally), and when students act appropriately to facilitate the generation of correct ideas (e.g., accurately evaluating new ideas, asking for and giving elaborated feedback,

Download or read book Research in Education written by and published by . This book was released on 1973 with total page 1006 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 568 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Understanding by Design written by Grant P. Wiggins and published by ASCD. This book was released on 2005 with total page 383 pages. Available in PDF, EPUB and Kindle. Book excerpt: What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today's high-stakes, standards-based environment? Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, this new edition of Understanding by Design offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike.

Download or read book Psychology and Mathematics Education written by Gila Hanna and published by Frontiers Media SA. This book was released on 2023-09-05 with total page 552 pages. Available in PDF, EPUB and Kindle. Book excerpt: Modern Mathematics is constructed rigorously through proofs, based on truths, which are either axioms or previously proven theorems. Thus, it is par excellence a model of rational inquiry. Links between Cognitive Psychology and Mathematics Education have been particularly strong during the last decades. Indeed, the Enlightenment view of the rational human mind that reasons, makes decisions and solves problems based on logic and probabilities, was shaken during the second half of the twentieth century. Cognitive psychologists discovered that humans' thoughts and actions often deviate from rules imposed by strict normative theories of inference. Yet, these deviations should not be called "errors": as Cognitive Psychologists have demonstrated, these deviations may be either valid heuristics that succeed in the environments in which humans have evolved, or biases that are caused by a lack of adaptation to abstract information formats. Humans, as the cognitive psychologist and economist Herbert Simon claimed, do not usually optimize, but rather satisfice, even when solving problem. This Research Topic aims at demonstrating that these insights have had a decisive impact on Mathematics Education. We want to stress that we are concerned with the view of bounded rationality that is different from the one espoused by the heuristics-and-biases program. In Simon’s bounded rationality and its direct descendant ecological rationality, rationality is understood in terms of cognitive success in the world (correspondence) rather than in terms of conformity to content-free norms of coherence (e.g., transitivity).

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 Handbook of Research on Science Education Volume II written by Norman G. Lederman and published by Routledge. This book was released on 2014-07-11 with total page 971 pages. Available in PDF, EPUB and Kindle. Book excerpt: Building on the foundation set in Volume I—a landmark synthesis of research in the field—Volume II is a comprehensive, state-of-the-art new volume highlighting new and emerging research perspectives. The contributors, all experts in their research areas, represent the international and gender diversity in the science education research community. The volume is organized around six themes: theory and methods of science education research; science learning; culture, gender, and society and science learning; science teaching; curriculum and assessment in science; science teacher education. Each chapter presents an integrative review of the research on the topic it addresses—pulling together the existing research, working to understand the historical trends and patterns in that body of scholarship, describing how the issue is conceptualized within the literature, how methods and theories have shaped the outcomes of the research, and where the strengths, weaknesses, and gaps are in the literature. Providing guidance to science education faculty and graduate students and leading to new insights and directions for future research, the Handbook of Research on Science Education, Volume II is an essential resource for the entire science education community.