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Effect of Web-based Cooperative Lear...

Murray, James G., Jr.

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Effect of Web-based Cooperative Learning on African American Males' Mathematics Achievement.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Effect of Web-based Cooperative Learning on African American Males' Mathematics Achievement./
作者:	Murray, James G., Jr.
面頁冊數:	146 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.
Contained By:	Dissertation Abstracts International75-11A(E).
標題:	Education, Technology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3628658
ISBN:	9781321049329

Effect of Web-based Cooperative Learning on African American Males' Mathematics Achievement.
Murray, James G., Jr.

Effect of Web-based Cooperative Learning on African American Males' Mathematics Achievement. - 146 p.

Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.

Thesis (Ph.D.)--Walden University, 2014.

This item must not be sold to any third party vendors.

The problem addressed in this study was the dearth of empirical research about the effectiveness of web-based instruction using cooperative learning on mathematics achievement for African American males. Historically, the mathematics performance of African American males has been below average. The correlation between academic failure and the rates of dropout, unemployment, and incarceration is well documented. The purpose of this quasi-experimental study was to investigate whether web-based instruction using cooperative learning had an effect on mathematics achievement for African American males. The theoretical framework for this study was cognitive-field interaction theory. The research question was designed to determine if there was a difference in mathematics achievement for African American males using web-based programmed instruction with a cooperative learning strategy from those using web-based programmed instruction alone. Participants in this study included 83 eighth grade African American male students. The control group was taught web-based programmed instruction, while the experimental group was taught web-based programmed instruction with a cooperative learning strategy. The independent samples t test showed that the difference between the control and experimental groups was statistically significant. An analysis of covariance (ANCOVA) was conducted to determine if the improvement in mathematics achievement scores was attributable to differences in ability, and results were significant. This study provides insights for curriculum designers and educational technologists on how web-based, cognitive-field interactionist teaching and learning can improve mathematics achievement for African American males.

ISBN: 9781321049329Subjects--Topical Terms:

1018012
Education, Technology of.

Effect of Web-based Cooperative Learning on African American Males' Mathematics Achievement.
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