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1.
ABSTRACT

Over the past decades, there has been a significant increase in the use of computers and mobile devices in schools as part of mathematics instruction for students with learning disabilities (LD). The purpose of this synthesis was to provide a systematic review of the research on the effects of computer-assisted instruction (CAI) for both computers and mobile devices when teaching mathematics to students with LD. Twenty studies met the selection criteria that were published between 1980 and 2017. Findings revealed a wide range of effect sizes across the studies, but in general, the results represent a medium intervention effect and a large maintenance effect of using CAI for students with LD on their mathematics progress. In addition, findings revealed a relationship between the number of evidence-based instructional variables embedded in the CAI instruction and the effect on student performance. Overall, results indicated that well designed CAI with effective instructional variables should be considered as a promising intervention to support mathematics instruction for students with LD.  相似文献   

2.
《学校用计算机》2013,30(3-4):43-64
ABSTRACT

A meta-analysis was performed to synthesize existing research comparing the effects of computer applications (i.e., computer-assisted instruction, computer simulations, and Web-based learning) versus traditional instruction on elementary school students' achievement in Taiwan. Forty-eight studies were located from four sources, and their quantitative data were transformed into Effect Size (ES). The overall grand mean of the study-weighted ES for all 48 studies was 0.449. The results suggest that computer application instruction is more effective than traditional instruction for elementary school students in Taiwan. However, none of the 14 individual variables, conjectured to be related to achievement, had a statistically significant impact on the mean ES.  相似文献   

3.
Abstract

The authors investigated the interactive and differential effects of professors' instructional methods and university students'conceptual levels on students' achievement and motivation in a course designed to teach computer technologies. As predicted, matching high-conceptual-level persons with student-centered instruction and low-conceptual-level learners with teacher-centered instruction enhanced students' achievement and motivation in the classroom. In addition, an unpredicted main effect for type of instruction was discovered with respect to motivation-regardless of conceptual level, students exposed to student-centered instruction demonstrated greater motivation than did students exposed to teacher-centered instruction. These findings have ramifications for the design and implementation of computer technology courses and deserve further research.  相似文献   

4.
Abstract

This study examined the effects of three self-instructional approaches of teaching diagnostic problem-solving (troubleshooting). Two of the approaches attempted to simulate student-equipment interaction via programmed and text instruction while a third approach utilized actual equipment. After forty-five community college students received an orientation to equipment operation, fifteen were randomly assigned to each of the three treatments. Criterion variables included troubleshooting knowledge, troubleshooting performance, and attitude toward instruction received. Results indicated that the equipment approach was superior to non-equipment simulation approaches in terms of troubleshooting performance outcomes. Correlational analyses of criterion variables provided some evidence that relationships between attitude and behavior were dependent upon the instructional approach used.  相似文献   

5.
Abstract

The study reported here examined college students’ academic self-efficacy, ‘academic press’ and learning achievement, as well as the association between these three variables within learning contexts using interactive whiteboard-based instruction. A quasi-experimental study was conducted using a sample (n = 103) of first-year college students in China. Participants were taught English by either an interactive whiteboard-based or traditional lecture-based instructional approach for three months. The results showed that the interactive whiteboard-based instructional intervention cultivated higher levels of academic press and academic self-efficacy among students and a significant, positive correlation was identified between these two variables. Students’ learning achievement was not affected by the instructional intervention. These results indicate that interactive whiteboard-based instruction offers some distinct benefits. In future work, additional research is needed to clarify how the instructional model relates to understanding learning achievement.  相似文献   

6.
Abstract

This study examined the causal relationships between three measures of reading achievement: phonics, reading comprehension, and vocabulary. Measures were obtained from 504 second-grade students at the beginning and end of the school year. A causal relationship was indicated if change in one of the three variables measured at the beginning of the year tended to precede change in the other variables measured at the end of the year. A cross-lagged panel analysis was used to test for such a pattern between the three variables. The findings indicate that phonics knowledge has a causal impact on both reading comprehension and vocabulary gains; reading comprehension has a causal effect on vocabulary gains. Further analysis of the data, using a path analysis model, verified these causal relationships. A second set of data obtained from 1,585 second-grade students at the beginning and end of another school year were used to examine these causal relationships once more. Path analysis findings again verified the relationships found in the first set of data. We concluded that phonics instruction designed to help students recognize the consistent graphophonic patterns in the English language should be emphasized in early elementary-grade reading instruction. We also determined that children’s early reading experiences should be “comprehension focused”; that is, children should be encouraged to make sense out of what they read. Additional research is suggested on the causal relationship between these variables using other assessment instruments, on the causal relationship between other reading variables, and on the relationship of these variables at higher grade levels.  相似文献   

7.
Abstract

Student achievement is not always the equivalent of what students learn, especially when educators use their feedback to shape daily instruction. When students share their classroom experiences, we can determine better ways to create interdisciplinary partnerships, manage workload, enhance historical understandings, and communicate conclusions. Being able to trust in what students are doing in class, how well they are doing it, and what they will be able to do motivated the authors, who are two veteran educators, to reevaluate when their own teaching seemed most effective. What they discovered is incongruent with the traditional delivery of instruction by a single teacher. The authors found that their collaboration as co-teachers not only benefited their students but increased their own professional learning in terms of pedagogy, content knowledge, and the use of disciplinary literacy.  相似文献   

8.
ABSTRACT

The authors report the contextualization of effect sizes within mathematics anxiety research, and more specifically within research using the Mathematics Anxiety Rating Scale (MARS) and the MARS for Adolescents (MARS-A). The effect sizes from 45 studies were characterized by graphing confidence intervals (CIs) across studies involving (a) adults not participating in studies focusing on remedial or entry-level mathematics students or teachers, (b) remedial mathematics and entry-level college mathematics students, (c) preservice and inservice teachers, and (d) 7–12th-grade students and rising college students. The results also illustrate how CIs can be useful in research syntheses, because CIs (a) encourage meta-analytic thinking, (b) provide information about the research precision of a literature, and (c) provide plausible estimates for parameter values even if initial research expectations are wildly wrong.  相似文献   

9.
Abstract

In order to test the hypothesis that field independence would interact with level of guidance, students in five mathematics classes were randomly assigned to either a low guidance or a high guidance treatment group for a week of instruction. Both treatments used an inductive sequence of instruction on the topic of networks. Students were assessed on two aptitudes, field independence and general reasoning. Achievement was significantly better (p > .05) in the high guidance group than the low guidance group on both the posttest and the retention test. No significant interactions with the aptitude variables were found.  相似文献   

10.

Informal learning experiences have risen to the forefront of science education as being beneficial to students' learning. However, it is not clear in what ways such experiences may be beneficial to students; nor how informal learning experiences may interface with classroom science instruction. This study aims to acquire a better understanding of these issues by investigating one aspect of science learning, scientific reasoning ability, with respect to the students' informal learning experiences and classroom science instruction. Specifically, the purpose of this study was to investigate possible differences in students' scientific reasoning abilities relative to their informal learning environments (impoverished, enriched), classroom teaching experiences (non-inquiry, inquiry) and the interaction of these variables. The results of two-way ANOVAs indicated that informal learning environments and classroom science teaching procedures showed significant main effects on students' scientific reasoning abilities. Students with enriched informal learning environments had significantly higher scientific reasoning abilities compared to those with impoverished informal learning environments. Likewise, students in inquirybased science classrooms showed higher scientific reasoning abilities compared to those in non-inquiry science classrooms. There were no significant interaction effects. These results indicate the need for increased emphases on both informal learning opportunities and inquiry-based instruction in science.  相似文献   

11.
Abstract

This study examined the effect of schema-based instruction (SBI) on 7th-grade students’ mathematical problem-solving performance. SBI is an instructional intervention that emphasizes the role of mathematical structure in word problems and also provides students with a heuristic to self-monitor and aid problem solving. Using a pretest-intervention–posttest-retention test design, the study compared the learning outcomes for 1,163 students in 42 classrooms who were randomly assigned to treatment (SBI) or control condition. After 6 weeks of instruction, results of multilevel modeling indicated significant differences favoring the SBI condition in proportion problem solving involving ratios/rates and percents on an immediate posttest (g = 1.24) and on a 6-week retention test (g = 1.27). No significant difference between conditions was found for a test of transfer. These results demonstrate that SBI was more effective than students’ regular mathematics instruction.  相似文献   

12.
ABSTRACT

The process approach to writing instruction is one of the most popular methods for teaching writing. The authors conducted meta-analysis of 29 experimental and quasi-experimental studies conducted with students in Grades 1–12 to examine if process writing instruction improves the quality of students’ writing and motivation to write. For students in general education classes, process writing instruction resulted in a statistically significant, but relatively modest improvement in the overall quality of writing (average weighted effect size [ES] = 0.34). Variation in ES was not related to grade, reliability of the writing quality measure, professional development, genre assessed, or quality of study. The process writing approach neither resulted in a statistically significant improvement in students’ motivation nor enhanced the quality of struggling writers’ compositions.  相似文献   

13.
ABSTRACT

Previous studies have shown that several key variables influence student achievement in geometry, but no research has been conducted to determine how these variables interact. A model of achievement in geometry was tested on a sample of 102 high school students. Structural equation modeling was used to test hypothesized relationships among variables linked to successful problem solving in geometry. These variables, including motivation, achievement emotions, pictorial representation, and categorization skills, were examined for their influence on geometry achievement. Results indicated that the model fit well. Achievement emotions, specifically boredom and enjoyment, had a significant influence on student motivation. Student motivation influenced students’ use of pictorial representations and achievement. Pictorial representation also directly influenced achievement. Categorization skills had a significant influence on pictorial representations and student achievement. The implications of these findings for geometry instruction and for future research are discussed.  相似文献   

14.
Abstract

A meta-analysis of vocabulary interventions in grades pre-K to 12 was conducted with 37 studies to better understand the impact of vocabulary on comprehension. Vocabulary instruction was found to be effective at increasing students' ability to comprehend text with custom measures (d = 0.50), but was less effective for standardized measures (d = 0.10). When considering only custom measures, and controlling for method variables, students with reading difficulties (d = 1.23) benefited more than three times as much as students without reading problems (d = 0.39) on comprehension measures. Gains on vocabulary measures, however, were comparable across reading ability. In addition, the correlation of vocabulary and comprehension effects from studies reporting both outcomes was modest (r = .43).  相似文献   

15.
Visual instruction complementing verbal lectures is known to promote learning among students. In this study, the role of visual instruction in engaging learners effectively via the simplification of technical concepts was examined. Different aspects of visualisation, such as order of presenting and dimensionality, were tested to observe their effect on students’ approach to learning and learning outcomes. In this mixed‐method quasi‐non‐experimental explanatory study, visual instruction was applied in one of the undergraduate architecture modules that teaches fundamentals of building systems, which students often find difficult to comprehend. Three key variables, including spatial cognitive ability, approach to learning and learning outcomes, were measured using statistically valid instruments along with students’ feedback and interviews. These factors were also measured for the control group that did not receive visual instruction (n = 32), to assess the effect of the intervention. When taught with visualisation, students (n = 69), showed a significant increase in deep approach to learning (e.g., deep motive: t = 2.584, p = 0.011). In interviews, students expressed a deeper interest in the subject and reported that the topic was engaging in class. Visualisation favours students with a higher spatial ability and, thus, is useful for design students who receive spatial ability training in the course. Two‐dimensional visuals must be followed and preceded by three‐dimensional visuals to provide advanced organisation and the connection of new knowledge with known organisational models to be made.  相似文献   

16.
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17.
Abstract

This study was conducted to gain information pertaining to one of the most critical problems in individualization or personalization of instruction—an instrument that accurately assesses individual differences in community college students in terms that can be of value in the classroom. The subjects in this study, nursing students at Delta College in University City, Michigan, were tested with a cognitive style diagnostic battery developed by Oakland Community College and an observational minibattery developed by this researcher (selected elements of cognitive style). The results of these tests were checked in classroom situations.  相似文献   

18.
Abstract

Even though there is wide agreement on the importance of argumentation in modern societies, only a minority of students in secondary and postsecondary education receive direct and explicit instruction in argumentation. The present study describes the design and results of a test that was used to measure everyday argumentation skills of 186 undergraduate students in Bogotá (Colombia), before and after they completed a one-semester course in logic with emphasis in argumentation. Given that the students came from a variety of academic and socioeconomic backgrounds, this sample allowed us to estimate the potential influence of student-related characteristics on the effectiveness of instruction. On average, students showed significant improvement (d = 0.62), independently of their academic and socioeconomic characteristics. This suggests that receiving this kind of instruction can be beneficial for a wide range of students.  相似文献   

19.
Abstract

This study compared the effectiveness of computer-based handwriting exercises (Lally &; Macleod, 1982) with traditional instruction in the remediation of handwriting difficulties. Thirty-six students in Grades 4 to 6 with poor handwriting received one of three different instructional methods. In Method 1, students performed computer-based handwriting exercises using the Apple Graphics Tablet, an electronic pen, and the computer monitor to track visible and invisible letters. In Method 2, conventional instruction was provided using pencil, paper, plastic overlays, and felt pens to copy and trace letter forms. In Method 3, conventional instruction using tracing and copying was provided through the computer using the Touch Window and a stylus pen. Several measures were used to assess improvement in performance. The results indicated that the traditional group using pen and paper demonstrated significant improvements from pretest to posttest on five measures, and the computer groups on two measures. The findings suggest that traditional instruction using pen and paper is the more effective treatment method.  相似文献   

20.
Abstract

A two-cohort cluster-randomized trial was conducted to estimate effects of small-group supplemental vocabulary instruction for at-risk kindergarten English learners (ELs). Connections students received explicit instruction in high-frequency decodable root words, and interactive book reading (IBR) students were taught the same words in a storybook reading context. A total of 324 EL students representing 24 home languages and averaging in the 10th percentile in receptive vocabulary completed the study (Connections n = 163 in 75 small groups; IBR n = 161 in 72 IBR small groups). Although small groups in both conditions made significant immediate gains across all measures, Connections students made significantly greater gains in reading vocabulary and decoding (d =.64 and.45, respectively). At first-grade follow-up, longer-term gains were again greater for Connections students, but with smaller effect sizes (d =.29 and.27, respectively). Results indicate that explicit Connections instruction features designed to build semantic, orthographic, and phonological connections for word learning were effective for improving proximal reading vocabulary and general decoding; however, increases in root word reading vocabulary did not transfer to general vocabulary knowledge.  相似文献   

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