東華大學圖書館 |

語系: 繁體中文

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 Project-Based Learnin...

Mudrich, Rachel Marie.

FindBook

Google Book

Amazon

博客來

The Effects of Project-Based Learning Activities on Academic Achievement and Motivation in Mathematics in Eighth-Grade Students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Effects of Project-Based Learning Activities on Academic Achievement and Motivation in Mathematics in Eighth-Grade Students./
作者:	Mudrich, Rachel Marie.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	179 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
Contained By:	Dissertation Abstracts International78-09A(E).
標題:	Educational technology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10266006
ISBN:	9781369710311

The Effects of Project-Based Learning Activities on Academic Achievement and Motivation in Mathematics in Eighth-Grade Students.
Mudrich, Rachel Marie.

The Effects of Project-Based Learning Activities on Academic Achievement and Motivation in Mathematics in Eighth-Grade Students. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 179 p.

Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.

Thesis (Ph.D.)--University of South Alabama, 2017.

The purpose of this research study was to determine if project-based learning activities (PBLA) incorporated into an eighth-grade mathematics classroom have an effect on students' academic achievement and motivation toward learning. The control group used the traditional instruction method to cover mathematic objective skills that are Common Core Readiness Standards (CCRS), Alabama State Department of Education (ALSDE), and Mobile County Public School System (MCPSS) aligned. The treatment group covered the same skills using the project-based learning activities teaching method. A pretest and posttest were given, and the data compared and analyzed to determine if a significant difference existed in the mathematics achievement scores of the groups using the two instructional teaching methods. A pre and post questionnaire on mathematics motivation was given, and the data were compared and analyzed to see if there was a significant difference between students' perceptions and motivation toward learning mathematics before and after the treatment period. There were a total of 124 student participants in this study divided into two groups of 62 students. The students attended a rural middle school, consisting of a range of ages, abilities, and races. Pretest and posttest scores on the mathematics skills test, weekly standards-based lesson plans, and pre and post Motivated Strategies for Learning Questionnaire (MSLQ) mathematics motivation scores were collected. Statistical analyses found no overall statistically significant difference in mathematics achievement between groups. When looking at achievement results, it was found that the PBLA group had a higher mean than the traditional group, but not enough to make it statistically significant. When the data were compared to look at the difference in mathematics motivation between the control and treatment groups, it was found that there was an increase in the motivation level of the treatment group. This increase, however, was not enough to be statistically significant. Therefore, there was also no statistically significant difference in mathematics motivation between the treatment and control groups. Data were analyzed and discussed, with future plans for further study on this topic.

ISBN: 9781369710311Subjects--Topical Terms:

517670
Educational technology.

The Effects of Project-Based Learning Activities on Academic Achievement and Motivation in Mathematics in Eighth-Grade Students.
LDR:03259nmm a2200301 4500 001 2120000
005 20170627090657.5
008 180830s2017 ||||||||||||||||| ||eng d
020 $a 9781369710311
035 $a (MiAaPQ)AAI10266006
035 $a AAI10266006
040 $a MiAaPQ $c MiAaPQ
100 1 $a Mudrich, Rachel Marie. $3 3281906
245 1 4 $a The Effects of Project-Based Learning Activities on Academic Achievement and Motivation in Mathematics in Eighth-Grade Students.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 179 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
500 $a Adviser: Brenda C. Litchfield.
502 $a Thesis (Ph.D.)--University of South Alabama, 2017.
520 $a The purpose of this research study was to determine if project-based learning activities (PBLA) incorporated into an eighth-grade mathematics classroom have an effect on students' academic achievement and motivation toward learning. The control group used the traditional instruction method to cover mathematic objective skills that are Common Core Readiness Standards (CCRS), Alabama State Department of Education (ALSDE), and Mobile County Public School System (MCPSS) aligned. The treatment group covered the same skills using the project-based learning activities teaching method. A pretest and posttest were given, and the data compared and analyzed to determine if a significant difference existed in the mathematics achievement scores of the groups using the two instructional teaching methods. A pre and post questionnaire on mathematics motivation was given, and the data were compared and analyzed to see if there was a significant difference between students' perceptions and motivation toward learning mathematics before and after the treatment period. There were a total of 124 student participants in this study divided into two groups of 62 students. The students attended a rural middle school, consisting of a range of ages, abilities, and races. Pretest and posttest scores on the mathematics skills test, weekly standards-based lesson plans, and pre and post Motivated Strategies for Learning Questionnaire (MSLQ) mathematics motivation scores were collected. Statistical analyses found no overall statistically significant difference in mathematics achievement between groups. When looking at achievement results, it was found that the PBLA group had a higher mean than the traditional group, but not enough to make it statistically significant. When the data were compared to look at the difference in mathematics motivation between the control and treatment groups, it was found that there was an increase in the motivation level of the treatment group. This increase, however, was not enough to be statistically significant. Therefore, there was also no statistically significant difference in mathematics motivation between the treatment and control groups. Data were analyzed and discussed, with future plans for further study on this topic.
590 $a School code: 0491.
650 4 $a Educational technology. $3 517670
650 4 $a Educational tests & measurements. $3 3168483
650 4 $a Mathematics education. $3 641129
690 $a 0710
690 $a 0288
690 $a 0280
710 2 $a University of South Alabama. $b Education. $3 3194138
773 0 $t Dissertation Abstracts International $g 78-09A(E).
790 $a 0491
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10266006