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The Effects Of Learner Control And Adaptive Information In Mathematics Computer Assisted Instruction On Achievement And Task Related Anxiety
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Book Synopsis The Effects of Learner Control and Adaptive Information in Mathematics Computer Assisted Instruction on Achievement and Task-related Anxiety by : Byong Youll Lee
Download or read book The Effects of Learner Control and Adaptive Information in Mathematics Computer Assisted Instruction on Achievement and Task-related Anxiety written by Byong Youll Lee and published by . This book was released on 1991 with total page 404 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 1992 with total page 510 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Journal for Research in Mathematics Education by :
Download or read book Journal for Research in Mathematics Education written by and published by . This book was released on 1999 with total page 632 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effect of Computer-assisted Instruction on Achievement in Mathematics of High Mathematcis Anxiety Adult Learners by : Jeff R. Frost
Download or read book The Effect of Computer-assisted Instruction on Achievement in Mathematics of High Mathematcis Anxiety Adult Learners written by Jeff R. Frost and published by . This book was released on 1987 with total page 112 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 1973 with total page 1272 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Impact of Student Locus of Control on Academic Achievement as a Function of Lecture Versus Computer-assisted Instruction by : Gregory Chase Hamilton
Download or read book The Impact of Student Locus of Control on Academic Achievement as a Function of Lecture Versus Computer-assisted Instruction written by Gregory Chase Hamilton and published by . This book was released on 1984 with total page 588 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Motivational and Achievement Effects of Learner Control of Computer-assisted Instruction by : Mable B. Kinzie
Download or read book Motivational and Achievement Effects of Learner Control of Computer-assisted Instruction written by Mable B. Kinzie and published by . This book was released on 1988 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 372 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Computer-assisted Instruction on Student Self-concept, Locus of Control, and Level of Aspiration by : Ian David Smith
Download or read book The Effects of Computer-assisted Instruction on Student Self-concept, Locus of Control, and Level of Aspiration written by Ian David Smith and published by . This book was released on 1971 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Computer-assisted Instruction of Mathematics Achievement of Mildly Handicapped Students by : Debbie M. Whitman
Download or read book The Effects of Computer-assisted Instruction of Mathematics Achievement of Mildly Handicapped Students written by Debbie M. Whitman and published by . This book was released on 1985 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Computer-assisted Instruction on the Mathematics Achievement of Students with Emotional and Behavioral Disorders by : Kenya Collier Williams
Download or read book The Effects of Computer-assisted Instruction on the Mathematics Achievement of Students with Emotional and Behavioral Disorders written by Kenya Collier Williams and published by . This book was released on 2015 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mathematics is essential in everyday life activities and most educational opportunities and careers require mathematical knowledge, thus it is vital that students with emotional and behavioral disorders (EBD) receive sufficient instruction that leads to proficiency in the subject. Performing poorly in mathematics can result in dire future outcomes. This is particularly true for students with EBD, who already experience significant difficulties throughout and after their educational career. While studies have documented the academic and behavioral problems of students with EBD, not until recently have studies begun to concentrate on academic interventions that may aid in preventing some of the academic challenges these students face. It is of great importance that researchers continue to identify effective and efficient strategies of providing academic instruction, particularly in mathematics, to students with EBD. The current study examined the extent to which a technology-based intervention was effective in math instruction for students with EBD. In addition, to address the social/behavioral issues typically prevalent in students with EBD, students' task engagement was also examined and a social validity survey was used to examine their attitudes toward mathematics and technology-based instruction. A single-subject multiple-probe design across six participants was selected for this study. The computer-assisted instruction (CAI) intervention, I CAN Learn computer software program, was implemented in a high school mathematics classroom. The overall results of the study indicated that the intervention improved the adolescents' mathematics achievement, but findings revealed that the intervention was more effective with some participants than others. In addition, results indicated that the intervention may not be associated with the participants' task engagement. The study's social validity survey showed that the participants had varying attitudes toward mathematics and CAI at the end of the study.
Book Synopsis The Effect of Adaptive Confidence Strategies in Computer-Assisted Instruction on Learning and Learner Confidence by : Richard Daniel Warren
Download or read book The Effect of Adaptive Confidence Strategies in Computer-Assisted Instruction on Learning and Learner Confidence written by Richard Daniel Warren and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: The purpose of this research was to investigate the effects of including adaptive confidence strategies in instructionally sound computer-assisted instruction (CAI) on learning and learner confidence. Seventy-one general educational development (GED) learners recruited from various GED learning centers at community colleges in the southeast United States were randomly assigned to one of three levels of independent variable: Absence of Adaptive Confidence Strategies Condition (non-adaptive, or NA), Adaptive Confidence Strategies with Program Control Condition (PC), or Adaptive Confidence Strategies with Shared Control Condition (SC). In the NA condition, learners received instructionally sound CAI that did not measure nor respond to changes in learner confidence during the learning process. In the other two conditions, learners received instructionally sound CAI that did measure and respond to changes in learner confidence by implementing various confidence building and confidence sustaining strategies during the learning process, but that differed in the amount of control allowed to learners. Implementing the adaptive confidence strategies involved the CAI program collecting learner performance data (e.g., from practice items) and learner self-reported confidence data (from an embedded confidence analysis), interpreting the data using a confidence diagnosis-prescription rubric in order to diagnose the confidence state of the learner, and finally prescribing confidence strategies based on the diagnosis. The two dependent variables were learning and learner confidence. Learning was measured using a posttest consisting of eight items that reflected the content taught in the CAI. Learner confidence was measured on the exit survey using a shortened form of the IMMS (Song, 1998). Both learning and learner confidence were expected to be greater for CAI containing adaptive confidence strategies than for CAI not containing adaptive confidence strategies. In addition, this study explored the effect that the extent of control (i.e., choice of learning task and branching) provided to learners in the form of an adaptive confidence strategy had on learning and learner confidence. The findings did support the hypothesis that incorporating adaptive confidence strategies in instructionally sound CAI can improve learner confidence (SC versus NA). The modest effect size of this finding is discussed in regards to possible limitations that prevented a larger effect to be observed. The findings did not support the hypothesis that incorporating adaptive confidence strategies in instructionally sound CAI can improve learning, and was thought to be partly a result of the overall effectiveness of the CAI across all conditions. Findings for the exploratory question suggested that affording learners an extra amount of appropriate control in choices of learning activities and promotion can overall instill greater confidence in learners. Although for the present study, affording this control did not lead to significant differences in learning, affording this control did apparently result in higher learner confidence, which could in turn result in greater amounts of sustained motivation or greater likelihood at approaching more challenging tasks in longer term interventions. These findings and results were discussed in relation to their implications to the research area of adaptive motivational systems and the field of instructional design, limitations that may have prevented observations of larger effects, future research directions that could be examined, and conclusions from the study.
Book Synopsis The Effects of Computer Assisted Instruction and Structured Curriculum on Struggling Mathematics Students by : Amy English Hunter
Download or read book The Effects of Computer Assisted Instruction and Structured Curriculum on Struggling Mathematics Students written by Amy English Hunter and published by . This book was released on 2012 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the effects of different instructional types used in a mathematics intervention setting. In recent years, school staff have implemented mathematics intervention programs to aid struggling students and improve student achievement. Advancements in technology have enticed many school staff to purchase computer-based instructional products that are used for mathematics intervention. Often computer-assisted instruction (CAI) is the only mathematics intervention students receive, however staff in the school of this study used a structured curriculum (SC) along with CAI Therefore, this study examined the effects of CAI compared to a SC delivered by a teacher. This study used a three-group pre/post-test design, which examined the effects of CAI, SC, and CAI with SC on mathematics achievement and students' attitudes towards mathematics. The follow research questions guided data analyses: 1) Is there a significant instructional type effect on mathematics achievement? 2) Is there a significant instructional type effect on mathematics attitude? 3) What is the factor structure of mathematics attitude scores of struggling learners? Univariate and multivariate analyses revealed no statistically significant instructional type effects on mathematics achievement or attitude towards mathematics. However, factor analyses of pre-survey attitude scores revealed a factor structure different from the one found in current research. Meanwhile, factor analyses of post attitude survey scores resulted in a factor structure resembling that found in current literature, which suggested a shift in struggling students' mathematics attitude structures after they participated in mathematics intervention. The results of this study provided information about how school leaders and administrators can design and implement mathematics intervention programs as well as the role of CAI in intervention programs. Additionally, lapses in fidelity of program implementation may have influenced results of the study and provide recommendations for teacher professional development and monitoring in order to maintain high levels of fidelity when implementing an intervention program. Finally, the results of this study suggested that struggling learners' attitude structure might be different than that of students in the larger population. The researcher discussed implications these differences may have on the design of mathematics intervention programs.
Author :Jenny Leong Publisher :National Library of Canada = Bibliothèque nationale du Canada ISBN 13 :9780315661721 Total Pages :322 pages Book Rating :4.6/5 (617 download)
Book Synopsis The Effects of Advisement Feedback on Self-efficacy and Achievement in Learner-controlled Computer-assisted Instruction [microform] by : Jenny Leong
Download or read book The Effects of Advisement Feedback on Self-efficacy and Achievement in Learner-controlled Computer-assisted Instruction [microform] written by Jenny Leong and published by National Library of Canada = Bibliothèque nationale du Canada. This book was released on 1989 with total page 322 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Study of the Effects of Computer Assisted Instruction and Teacher Instruction on Achievement in Mathematics by : Iris Lillian Rinaldi
Download or read book A Study of the Effects of Computer Assisted Instruction and Teacher Instruction on Achievement in Mathematics written by Iris Lillian Rinaldi and published by . This book was released on 1997 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effect of Anxiety on Performance in Learner and Programme Controlled Computer Assisted Instruction by : Gilles Prescott
Download or read book The Effect of Anxiety on Performance in Learner and Programme Controlled Computer Assisted Instruction written by Gilles Prescott and published by . This book was released on 1978 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Computer Assisted Instruction on Mathematics Achievement by : Brenda Charleston
Download or read book The Effects of Computer Assisted Instruction on Mathematics Achievement written by Brenda Charleston and published by . This book was released on 1990 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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