Developing and evaluating the effects of web-based mathematics instruction and assessment on student achievement and attitude /
With the design and implementation of online mathematics practice and assessment for use both inside the classroom and web-based distance learning, this study contrasted the achievement of students using the web-based assisted-learning-and-assessment (WALA) with the achievement of students using the...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
2002.
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| Subjects: | |
| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=764774511&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | With the design and implementation of online mathematics practice and assessment for use both inside the classroom and web-based distance learning, this study contrasted the achievement of students using the web-based assisted-learning-and-assessment (WALA) with the achievement of students using the traditional paper-and-pencil assessment and practice (TALA). The study placed particular emphasis on discovering extraneous effects and contributions of web-based assessment on students' learning process that traditional paper-and-pencil assessment cannot accomplish. The design, implementation and data collection processes lasted more than one year and involved over 300 sixth, seventh and eighth graders from three different schools in both pilot and final testing. In the final study, 95 students were randomly assigned, half to each treatment group - WALA or TALA. Both groups studied identical material on fractions and decimals. The WALA group worked in the computer lab with the opportunity to repeat practice exercises and receive immediate feedback and instruction. Students in the TALA group worked in the classroom with paper-and-pencil with the option to repeat homework assignments, receiving feedback the next day. Students in the WALA group had statistically higher mean scores on the post-test on fractions and decimals, and formed better attitudes toward mathematics learning. There was no significant difference between male and female students' performance in WALA. Interview data showed that students were specifically interested in the instant feedback, automated scoring and the mathematics display on web-based mathematics assessment. Students in the WALA group believed that web-based mathematics assessment offers them more control over their work and helps them to improve their confidence in mathematics problem solving. |
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| Item Description: | Vita. "Major Subject: Curriculum and Instruction". |
| Physical Description: | xi, 115 leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 82-88). |