The Effect of Computer-assisted Instruction on the Mathematics Achievement of Ninth Grade High School Students in the Lower Rio Grande Valley
Author | : John Stephen Rosales |
Publisher | : |
Total Pages | : 22 |
Release | : 2005 |
Genre | : Mathematics |
ISBN | : |
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Author | : John Stephen Rosales |
Publisher | : |
Total Pages | : 22 |
Release | : 2005 |
Genre | : Mathematics |
ISBN | : |
Author | : Dr. Rajashekhar Shirvalkar |
Publisher | : Lulu.com |
Total Pages | : 266 |
Release | : |
Genre | : |
ISBN | : 0359636721 |
Author | : Thomas Everett Bailey |
Publisher | : |
Total Pages | : 210 |
Release | : 1991 |
Genre | : Mathematical ability |
ISBN | : |
Author | : Sanjay Pal |
Publisher | : Ink of Knowledge |
Total Pages | : 138 |
Release | : |
Genre | : Education |
ISBN | : 9358261315 |
The purpose of this book is to introduce and demonstrate a new approach to supporting high-level decisions. This new methodology, the hybrid, interactive, multiple-attribute, exploratory process, combines multiple attribute decision making with exploratory to integrate expert opinion to evaluate diverse options, with the intent of generating useful insights. Education is the process of facilitating learning or the acquisition of knowledge, skills, values, beliefs and habits. Education frequently takes place under the guidance of educators. The methodology of teaching is called pedagogy. Traditional teaching is concerned with the teacher being the controller of the learning environment. Power and responsibility are held by the teacher and they play the role of instructor (in the form of lectures) and decision maker (in regards to curriculum content and specific outcomes). They regard students as having ‘knowledge holes’ that need to be filled with information. In short, the traditional teacher views that it is the teacher that causes learning to occur.
Author | : Thomas Everett Bailey |
Publisher | : |
Total Pages | : 210 |
Release | : 1991 |
Genre | : Computer-assisted instruction |
ISBN | : |
Author | : Melanie May McNeely |
Publisher | : |
Total Pages | : 125 |
Release | : 2014 |
Genre | : |
ISBN | : |
With over 60 years of education reform, including the National Defense Education Act (NDEA) in 1958, Individuals with Disabilities Education Act (IDEA) in 1975, and No Child Left Behind (NCLB) in 2002, the achievement gap still existed at the beginning of the 21st century, and the effectiveness of the U.S. public school system continued to be questioned. This study was conducted to examine the effect of the use of a computer-assisted instruction curriculum, Achieve 3000®, among select secondary reading students in a central Florida school district and their implications for student achievement. This study showed significant difference existed in the type of students rather than the reading program. The ANCOVA performed on all students and the ANOVAs performed for exceptional education students, males and females, free/reduced lunch and ethnic subgroups did not show a significant statistical difference in the 2012-2013 reading achievement scores. The Achieve 3000® reading program did not close the achievement gap any more than the non-Achieve 3000® reading program. Conversely, the ANOVA performed for English language learners did show a significant statistical difference between the 2012-2013 reading achievement scores. However, the effect size each question was small indicating the practical implication was also small. Ultimately, this study made a strong argument for the need for further research.
Author | : Brenda Jean Jackson |
Publisher | : |
Total Pages | : 126 |
Release | : 2005 |
Genre | : Mathematics |
ISBN | : 9781109903102 |
Therefore, based on this study, the researcher has concluded that computer-assisted instruction had a significant effect on the mathematics achievement of elementary students in grades three through six.