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Effects of using children's books an...

Reynolds, Sherry Vin.

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Effects of using children's books and a traditional textbook on student achievement and higher-level thinking skills.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Effects of using children's books and a traditional textbook on student achievement and higher-level thinking skills./
作者:	Reynolds, Sherry Vin.
面頁冊數:	77 p.
附註:	Source: Dissertation Abstracts International, Volume: 56-11, Section: A, page: 4341.
Contained By:	Dissertation Abstracts International56-11A.
標題:	Education, Social Sciences. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9608935

Effects of using children's books and a traditional textbook on student achievement and higher-level thinking skills.
Reynolds, Sherry Vin.

Effects of using children's books and a traditional textbook on student achievement and higher-level thinking skills. - 77 p.

Source: Dissertation Abstracts International, Volume: 56-11, Section: A, page: 4341.

Thesis (Ed.D.)--Oklahoma State University, 1995.

Scope and method of study. The purpose of this study was to examine two different methods of teaching social studies to fifth grade students. One group of students was taught a unit on the American Revolution using only their fifth grade textbook. The other group of students received their instruction on the American Revolution with children's fiction and nonfiction books instead of the textbook. Thirty-eight students took part in this study and were placed in one of the two groups. The study took place over fifteen days, with each group receiving one hour of instruction each day. Both groups of students were given a 30 item, teacher-made test at the beginning and end of the study. Twenty-five of the items on the test measured recall, while the remaining five were higher level thinking skill type questions. Only questions about content that were common to both groups were included in these tests.Subjects--Topical Terms:

1019148
Education, Social Sciences.

Effects of using children's books and a traditional textbook on student achievement and higher-level thinking skills.
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245 1 0 $a Effects of using children's books and a traditional textbook on student achievement and higher-level thinking skills.
300 $a 77 p.
500 $a Source: Dissertation Abstracts International, Volume: 56-11, Section: A, page: 4341.
500 $a Adviser: C. Warren McKinney.
502 $a Thesis (Ed.D.)--Oklahoma State University, 1995.
520 $a Scope and method of study. The purpose of this study was to examine two different methods of teaching social studies to fifth grade students. One group of students was taught a unit on the American Revolution using only their fifth grade textbook. The other group of students received their instruction on the American Revolution with children's fiction and nonfiction books instead of the textbook. Thirty-eight students took part in this study and were placed in one of the two groups. The study took place over fifteen days, with each group receiving one hour of instruction each day. Both groups of students were given a 30 item, teacher-made test at the beginning and end of the study. Twenty-five of the items on the test measured recall, while the remaining five were higher level thinking skill type questions. Only questions about content that were common to both groups were included in these tests.
520 $a Findings and conclusions. This study found that the achievement scores of fifth grade students who were taught a unit on the American Revolution by using children's books were not significantly higher than scores for students who were taught with a textbook on a teacher-made test of content common to both groups. The means for the two groups were nearly identical on both subtests that measured recall of information and higher level thinking.
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