Read Books Online and Download eBooks, EPub, PDF, Mobi, Kindle, Text Full Free.
The Effects Of Constructivist Teaching On Student Achievement In Mathematics Of 5th Grade Students
Download The Effects Of Constructivist Teaching On Student Achievement In Mathematics Of 5th Grade Students full books in PDF, epub, and Kindle. Read online The Effects Of Constructivist Teaching On Student Achievement In Mathematics Of 5th Grade Students ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Book Synopsis The Effects of Constructivist Teaching on Student Achievement in Mathematics of 5th Grade Students by : Eric M. Spielhaupter
Download or read book The Effects of Constructivist Teaching on Student Achievement in Mathematics of 5th Grade Students written by Eric M. Spielhaupter and published by . This book was released on 2006 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Constructivist Approaches on Ninth Grade Algebra Achievement in Thailand Secondary School Students by : Aumporn Makanong
Download or read book The Effects of Constructivist Approaches on Ninth Grade Algebra Achievement in Thailand Secondary School Students written by Aumporn Makanong and published by . This book was released on 2000 with total page 390 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Using a Constructivist Approach in a Sixth-grade Classroom on Student's Achievement and Attitude Toward Mathematics by : Dyanne M. Sanders
Download or read book The Effects of Using a Constructivist Approach in a Sixth-grade Classroom on Student's Achievement and Attitude Toward Mathematics written by Dyanne M. Sanders and published by . This book was released on 1994 with total page 326 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Study Comparing Fifth Grade Student Achievement in Mathematics in Departmentalized and Non-Departmentalized Settings by : Karen Nelson
Download or read book A Study Comparing Fifth Grade Student Achievement in Mathematics in Departmentalized and Non-Departmentalized Settings written by Karen Nelson and published by . This book was released on 2014 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative, causal-comparative study was to examine the application of the teaching and learning theory of social constructivism in order to determine if mathematics instruction provided in a departmentalized classroom setting at the fifth grade level resulted in a statistically significant difference in student achievement on the Virginia 2011 Grade 5 Mathematics Standards of Learning (SOL) Test when compared to the achievement of students in a non-departmentalized setting. Regular fifth grade education students, who attended non-Title 1, Pre-K through Grade 5 elementary schools in an urban eastern Virginia school district, participated in this study. A three-way between-groups analysis of covariance (ANCOVA) was conducted, utilizing students' Virginia 2010 Grade 4 Mathematics SOL Test scores to control for previous achievement, comparing the mathematics achievement of departmentalized and non-departmentalized whole groups, as well as gender and racial minority/non-minority subgroups. The results of a three-way ANCOVA analysis, which incorporated the factors of classroom organizational structure, gender, and racial status, showed that using a departmentalized setting for instruction resulted in a statistically significant difference in student achievement in mathematics based upon classroom organizational structure. There was not a statistically significant difference in student achievement based upon the effect of gender or race, and additionally, there were no statistically significant interactions between gender, race, and structure, as measured by comparing departmentalized and non-departmentalized whole group and subgroup performance. Therefore, the results of this study suggest that there may be a cause-and-effect relationship between using a departmentalized setting to provide instruction in mathematics at the fifth grade level and higher student achievement in mathematics for all students.
Book Synopsis Traditional Verses Constructivist Math Instruction by : Linda Meczyk
Download or read book Traditional Verses Constructivist Math Instruction written by Linda Meczyk and published by . This book was released on 2002 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Study of the Effects of a Constructivist-based Mathematics Problem Solving Instructional Program on the Attitudes, Self-confidence, and Achievement of Post Fifth-grade Students by : Eileen Gray Wade
Download or read book A Study of the Effects of a Constructivist-based Mathematics Problem Solving Instructional Program on the Attitudes, Self-confidence, and Achievement of Post Fifth-grade Students written by Eileen Gray Wade and published by . This book was released on 1994 with total page 290 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effect of Constructivist Teaching Methods on the Learning of United States Physical and Human Geography in the Fifth Grade by : Richard Alexander Klein
Download or read book The Effect of Constructivist Teaching Methods on the Learning of United States Physical and Human Geography in the Fifth Grade written by Richard Alexander Klein and published by . This book was released on 1987 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Impact of Pedagogy Informed by Constructivist Theory by : Deborah A. Brown Myracle
Download or read book Impact of Pedagogy Informed by Constructivist Theory written by Deborah A. Brown Myracle and published by . This book was released on 2002 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the impact of constructivist classroom pedagogy on student achievement as measured by the Missouri Assessment Program (MAP). Classroom pedagogy was determined by the use of the Learning Environment survey, developed by Pfannestiel and Schattgen. Fourth grade mathematics and third grade communication arts MAP results from a selected, Southeast Missouri school district for the 2001 school year were used. Three research questions were addressed. (1) Is there a significant difference in the mean MAP scale scores in mathematics of students in grade 4 in classrooms where pedagogy consistent with Project Construct pedagogy was used and the mean MAP scale scores in mathematics of students in grade 4 where pedagogy not consistent with Project Construct pedagogy was used? (2) Is there a significant difference in the mean MAP scale scores in communication arts of students in grade 3 in classrooms where pedagogy consistent with Project Construct pedagogy was used and the mean MAP scale scores in communication arts of students in grade 3 in classrooms where pedagogy not consistent with Project Construct pedagogy was used? (3) Is there a significant difference in the mean MAP scale scores in communication arts and mathematics of students in grades 3 and 4 who attended kindergarten where pedagogy consistent with Project Construct pedagogy was used and the mean MAP scale scores in communication arts and mathematics of students in grades 3 and 4 who attended kindergarten where pedagogy not consistent with Project Construct pedagogy was used? Results were analyzed using the Independent Samples T -Test. No significant differences in student achievement on the MAP were found that could be attributed to classroom pedagogy for this sample group.
Book Synopsis The Effect of a Student Response System on Student Achievement in Mathematics Within an Elementary Classroom by : Yvette Ellsworth Dix
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.
Book Synopsis The Impact of Teacher Content Knowledge in Mathematics and Teacher Efficacy on Fifth Graders' Achievement in Mathematics by : Kevin Dwayne Armstrong
Download or read book The Impact of Teacher Content Knowledge in Mathematics and Teacher Efficacy on Fifth Graders' Achievement in Mathematics written by Kevin Dwayne Armstrong and published by . This book was released on 2013 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effect of Instructional Method on the Academic Achievement of Fifth Grade Students by : Laura Sue Smith
Download or read book The Effect of Instructional Method on the Academic Achievement of Fifth Grade Students written by Laura Sue Smith and published by . This book was released on 1985 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis To Understand Is to Invent by : Jean Piaget
Download or read book To Understand Is to Invent written by Jean Piaget and published by Penguin Books. This book was released on 1974-09-05 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Analysis of the Effects of a Constructivist-Based Mathematics Problem Solving Instructional Program on the Achievement of Grade Five Students in Belize, Central America by : Priscilla Alva Marie Brown-Lopez
Download or read book Analysis of the Effects of a Constructivist-Based Mathematics Problem Solving Instructional Program on the Achievement of Grade Five Students in Belize, Central America written by Priscilla Alva Marie Brown-Lopez and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This thesis examined whether social constructivist activities can improve the mathematical competency of grade five students in Belize, Central America. The sample included 342 students and eight teachers from two rural and urban schools. A switching replication design was employed enabling students in the experimental groups to be taught using social constructivist activities for 12 weeks and the controls exposed to similar instructional practices from weeks 7 to 12. Students? performance was assessed using Pre-test, Post test 1 and 2 with an internal consistency of 0.89, 0.90 and 0.93 respectively. As revealed by the repeated measures ANOVA within subject analysis, there were significant differences among the pre-test and post test 1 and 2 results. That is, students in the control groups, who were instructed using a procedural approach from weeks 1 to 6, demonstrated higher gains than the experimental groups who were immersed in social constructivist activities. Furthermore, when the control groups became immersed in similar activities from weeks 7 to 12, they continued to outperform the experimental groups who were exposed to social constructivist activities alone. Hence, due to this unexpected result, the aim of this thesis became to explain why these results came about and what implications for teaching were highlighted by the consideration. Besides the quantitative results highlighted above, qualitative data was also obtained as part of the study. For example, students were videoed within constructivist math groups and their performance analyzed using Pirie and Kieren?s (1994) Model of Growth for Mathematical Understanding. The data from the video recording revealed that use of one step math problems did not enabled students to restructure their thinking to solve innovative problems. Data from semi-structured interviews also revealed that some students lacked basic math skills and were not exposed or guided to solve complex problems. Besides the need for careful examination of social constructivist activities on performance, this thesis underscores the importance of relevant teaching and learning activities, the important role of teachers during social constructivist activities and the need to identify suitable forms of assessment to measure performance.
Book Synopsis The Effect of Constructivist Teaching Methods on Student Achievement by : Amy Schipp
Download or read book The Effect of Constructivist Teaching Methods on Student Achievement written by Amy Schipp and published by . This book was released on 2006 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Technology Instruction on the Academic Achievement of Fifth Grade Students by : Karen Davis
Download or read book The Effects of Technology Instruction on the Academic Achievement of Fifth Grade Students written by Karen Davis and published by . This book was released on 2012 with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt: A digital native is an individual born between 1981 and 2001, and children born after 2001 are called millennials. Educators are expected to meet the needs of today's technologically savvy students. Some researchers assert that an academic `moral panic' is taking place that lacks the empirical and theoretical knowledge to support the claims that education needs to change to meet the needs of digital natives and millennials. The problem is that considering that the majority of students today are digital natives are educators meeting the learning needs of their students. This research study focused on the use of instructional technology and how it effects student achievement for fifth grade science and math instruction. Using the 2010 and 2011 math and science CRCT test scores, the SPSS statistical software was employed to run an independent sample t test to measure the mean difference between the experimental and control groups. The results found that the use of technological instruction in this instance did not increase student academic achievement.
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:
Book Synopsis Effect of Computer-aided Instruction on Attitude and Achievement of Fifth Grade Math Students by : Traci Shoemaker
Download or read book Effect of Computer-aided Instruction on Attitude and Achievement of Fifth Grade Math Students written by Traci Shoemaker and published by . This book was released on 2013 with total page 173 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quasi-experimental non-equivalent control group study was to test theories of constructivism and motivation, along with research-based teaching practices of differentiating instruction and instructing within a child's Zone of Proximal Development, in measuring the effect of computer-aided instruction on fifth grade students' attitude and achievement in math. Students in Pennsylvania completed an attitude survey at the beginning, middle, and end of the study (Pierce, Stacey & Barkatsas, 2007). Achievement was measured by the 4Sight Math assessment (Pennsylvania State Education Association, 2007) which was given at the beginning of the study, after the first seven weeks of instruction, and then at the end of the study. Five fifth grade teachers were randomly assigned as treatment or control, indicating which instructional strategy they would implement. Treatment groups received traditional direct instruction and guided practice, and then computer-aided instruction as a supplemental math practice session. Control groups participated in traditional instruction and guided practice, which incorporated Interactive Whiteboards, with only traditional methods used for supplemental practice. Data from the attitude survey were used to indicate changes that students showed after using the computer for practice as compared to using traditional methods of practice. Data from the 4Sight Math assessments were used to determine any changes in achievement after each method was implemented. Results determined that computer-aided instruction did not have a significant effect on student achievement, but did positively impact the attitude of low-achievers.
