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Determining the best learning approa...

Holden, Richard Lee.

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Determining the best learning approach for understanding math word problems using presentation technology: Traditionalist/constructivist.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Determining the best learning approach for understanding math word problems using presentation technology: Traditionalist/constructivist./
Author:	Holden, Richard Lee.
Description:	170 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-09, Section: A, page: 3257.
Contained By:	Dissertation Abstracts International64-09A.
Subject:	Education, Technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3106928
ISBN:	0496544926

Determining the best learning approach for understanding math word problems using presentation technology: Traditionalist/constructivist.
Holden, Richard Lee.

Determining the best learning approach for understanding math word problems using presentation technology: Traditionalist/constructivist. - 170 p.

Source: Dissertation Abstracts International, Volume: 64-09, Section: A, page: 3257.

Thesis (Ph.D.)--Mississippi State University, 2003.

This study compared traditionalist and constructivist approaches to learning and their effects on student performance and motivation in solving math word problems. Each approach incorporated electronic presentation technology to develop and deliver problems and solutions-presented by the teacher in the traditionalist approach and presented by students in the constructivist approach. Two groups, totaling 32 students, participated in the study.

ISBN: 0496544926Subjects--Topical Terms:

1017498
Education, Technology.

Determining the best learning approach for understanding math word problems using presentation technology: Traditionalist/constructivist.
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100 1 $a Holden, Richard Lee. $3 1903280
245 1 0 $a Determining the best learning approach for understanding math word problems using presentation technology: Traditionalist/constructivist.
300 $a 170 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-09, Section: A, page: 3257.
500 $a Major Professor: Connie M. Forde.
502 $a Thesis (Ph.D.)--Mississippi State University, 2003.
520 $a This study compared traditionalist and constructivist approaches to learning and their effects on student performance and motivation in solving math word problems. Each approach incorporated electronic presentation technology to develop and deliver problems and solutions-presented by the teacher in the traditionalist approach and presented by students in the constructivist approach. Two groups, totaling 32 students, participated in the study.
520 $a The main part of the study analyzed academic performance for each group using a pretest and posttest format. The instruction focused on methods for solving the pretest problems. Posttest problems were similar to the pretest, but required learning transfer skills to solve. Both tests involved ratios and proportions.
520 $a The secondary part of the study analyzed motivation for learning math word problems as determined by responses on a motivational questionnaire completed after the posttest. Four of the questions were used to determine students' motivation to learn based upon the learning approach. Motivation was considered to be high if the instruction was understandable and useful, if the instructor stimulated curiosity, and if the learning was fun and interesting.
520 $a An additional part of the study explored qualitative responses from two sources. One source consisted of additional opinions and preferences on the motivational questionnaire, and the other source consisted of student responses, concerning likes and dislikes about the learning, obtained from focus groups conducted after each posttest.
520 $a The study's posttest gain scores revealed a statistically significant difference in learning performance, favoring constructivist learning over traditionalist. Also, the motivation for learning math was significantly increased for both groups. However, the significance was not as robust for the constructivist group. The qualitative responses added insight to other possible effects on motivation.
520 $a Recommendations were made for continued research comparing traditionalist and constructivist learning, using technology, and the resulting effects on math learning and motivation. Future studies could focus on other participants such as K--12, community college, at-risk, or learning disabled. Studies could also focus on other technology applications, other subjects, or other units of math.
590 $a School code: 0132.
650 4 $a Education, Technology. $3 1017498
650 4 $a Education, Mathematics. $3 1017588
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710 2 0 $a Mississippi State University. $3 1017550
773 0 $t Dissertation Abstracts International $g 64-09A.
790 1 0 $a Forde, Connie M., $e advisor
790 $a 0132
791 $a Ph.D.
792 $a 2003
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3106928