語系:
繁體中文
English
說明(常見問題)
回圖書館首頁
手機版館藏查詢
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
The effects of immediate feedback us...
~
Manuel, Austin Kureethara.
FindBook
Google Book
Amazon
博客來
The effects of immediate feedback using a student response system on math achievement of eleventh grade students.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
The effects of immediate feedback using a student response system on math achievement of eleventh grade students./
作者:
Manuel, Austin Kureethara.
面頁冊數:
201 p.
附註:
Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:
Dissertation Abstracts International76-09A(E).
標題:
Curriculum development. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3662754
ISBN:
9781321704372
The effects of immediate feedback using a student response system on math achievement of eleventh grade students.
Manuel, Austin Kureethara.
The effects of immediate feedback using a student response system on math achievement of eleventh grade students.
- 201 p.
Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Thesis (Ph.D.)--Mercer University, 2015.
This quasi-experiment using a pretest-posttest with control group design investigated the effects of providing immediate feedback using an electronic student response system (SRS) to 53 math students enrolled in an accelerated precalculus course during the fall semester of 2014. The students in the experiment group (n = 25) went through a continuous, rigorous, and consistent intervention of receiving immediate feedback for their responses during regular classroom activities and formative assessments using SRS, while the students in the control group (n = 28) were not provided immediate feedback using student response system. The results of the pretest indicated that both groups had statistically significant similar entry-level math skills. The analysis of other covariates in this study, namely giftedness, gender, and economic status of the participating students, were also found to be significantly homogenous. Following an 18-week intervention, after the data were found to meet all the assumptions, an analysis of covariance (ANCOVA) was conducted that revealed a statistically significant difference in the math achievement of students who received immediate feedback using SRS with a medium effect size (n2 ...11). Even though the results proved acceptable, various limitations might have incurred in this study. Therefore, recommendations included further research on the effects of providing immediate feedback with varied samples, longer intervention period, and improved technological devices to provide guidelines for informed decision making regarding the use of SRS as an immediate feedback tool.
ISBN: 9781321704372Subjects--Topical Terms:
684418
Curriculum development.
The effects of immediate feedback using a student response system on math achievement of eleventh grade students.
LDR
:02546nmm a2200289 4500
001
2072399
005
20160808080345.5
008
170521s2015 ||||||||||||||||| ||eng d
020
$a
9781321704372
035
$a
(MiAaPQ)AAI3662754
035
$a
AAI3662754
040
$a
MiAaPQ
$c
MiAaPQ
100
1
$a
Manuel, Austin Kureethara.
$3
3187580
245
1 4
$a
The effects of immediate feedback using a student response system on math achievement of eleventh grade students.
300
$a
201 p.
500
$a
Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
500
$a
Adviser: Jeffrey S. Hall.
502
$a
Thesis (Ph.D.)--Mercer University, 2015.
520
$a
This quasi-experiment using a pretest-posttest with control group design investigated the effects of providing immediate feedback using an electronic student response system (SRS) to 53 math students enrolled in an accelerated precalculus course during the fall semester of 2014. The students in the experiment group (n = 25) went through a continuous, rigorous, and consistent intervention of receiving immediate feedback for their responses during regular classroom activities and formative assessments using SRS, while the students in the control group (n = 28) were not provided immediate feedback using student response system. The results of the pretest indicated that both groups had statistically significant similar entry-level math skills. The analysis of other covariates in this study, namely giftedness, gender, and economic status of the participating students, were also found to be significantly homogenous. Following an 18-week intervention, after the data were found to meet all the assumptions, an analysis of covariance (ANCOVA) was conducted that revealed a statistically significant difference in the math achievement of students who received immediate feedback using SRS with a medium effect size (n2 ...11). Even though the results proved acceptable, various limitations might have incurred in this study. Therefore, recommendations included further research on the effects of providing immediate feedback with varied samples, longer intervention period, and improved technological devices to provide guidelines for informed decision making regarding the use of SRS as an immediate feedback tool.
590
$a
School code: 1160.
650
4
$a
Curriculum development.
$3
684418
650
4
$a
Mathematics education.
$3
641129
650
4
$a
Educational technology.
$3
517670
690
$a
0727
690
$a
0280
690
$a
0710
710
2
$a
Mercer University.
$3
1265016
773
0
$t
Dissertation Abstracts International
$g
76-09A(E).
790
$a
1160
791
$a
Ph.D.
792
$a
2015
793
$a
English
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3662754
筆 0 讀者評論
館藏地:
全部
電子資源
出版年:
卷號:
館藏
1 筆 • 頁數 1 •
1
條碼號
典藏地名稱
館藏流通類別
資料類型
索書號
使用類型
借閱狀態
預約狀態
備註欄
附件
W9305267
電子資源
11.線上閱覽_V
電子書
EB
一般使用(Normal)
在架
0
1 筆 • 頁數 1 •
1
多媒體
評論
新增評論
分享你的心得
Export
取書館
處理中
...
變更密碼
登入