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Articles 1 - 30 of 50
Full-Text Articles in Education
An Analysis Of Factors Influencing Chemistry Students’ Choice Of Major And Career, Jennifer Marie Ribble
An Analysis Of Factors Influencing Chemistry Students’ Choice Of Major And Career, Jennifer Marie Ribble
Masters Theses
In recent years there has been a push to increase the number of STEM graduates in the United States in order for the nation to retain its position as a global leader in the sciences. If educators are to address recruitment and attrition issues in STEM fields it is important to understand student perspectives related to choosing both a major and a career in chemistry. The present study explores the decision-making process students utilize to choose chemistry as a major and as a career, their perception of what careers are available to someone with a degree in chemistry and what …
Evaluating The Affective Impact Of A Place-Based Learning Course Project In The Geosciences, Nathan Charlton
Evaluating The Affective Impact Of A Place-Based Learning Course Project In The Geosciences, Nathan Charlton
Masters Theses
Coping with issues such as climate change and depletion of natural resources demands a scientifically literate public. For many students, the only exposure to earth science comes in a college-level general education geoscience course. One way to engender positive attitudes toward and interest in earth science among these students (the future public) is to connect learning to actual places to which students have a personal attachment.
This study seeks to evaluate the impact of a place-based learning project (MyPlace) currently in use in an introductory geosciences general education course at Western Michigan University. Students in the MyPlace project select a …
Understanding College Students’ Exam Process In A General Chemistry Course, Angela Willson
Understanding College Students’ Exam Process In A General Chemistry Course, Angela Willson
Masters Theses
The main way most college chemistry courses assess what a student has learned is through a summative exam. After introductory science courses, such as general chemistry, many students cite poor teaching and disappointing grades in these courses as a reason for dropping out of STEM programs. There has been a lack of qualitative research on students’ experiences of the complete process of taking an exam from start to finish, or the exam process, which includes preparing for an exam, taking an exam, receiving feedback, and responding to feedback after the exam has been graded.
My goal in this exploratory study …
Assessing High School Science Students’ Abilities To Use Cross Cutting Literacy Skills And Scientific Argumentative Writing Skills In A Mid-Western School District, Ellen M. Karel
Masters Theses
This study sought to determine to what extent a centrally focused initiative concentrated on how to teach students to not just write, but how to think, read, and speak about real world problems in a persuasive manner based on multiple sets of data related to science concepts, increased scientific argumentative writing proficiencies among high school students. A secondary area this study attempted to explore was the correlation between the implemented processes in the initiative and high school students’ scientific argumentative writing proficiencies. The study was conducted in a mid-western high school, population 1,088, with a select group of students in …
Translating And Adapting The Postt For Formative Assessment Of Indonesian Preservice Science Teachers’ Pedagogical Orientations, Listiani
Masters Theses
Indonesia has experienced problems in teacher quality, especially science teachers. Regarding this problem, a teacher-training program, in which preservice teachers are directed to use the most appropriate science teaching methods, is important to prepare qualified teachers. Having formative assessments for assessing Indonesian preservice science teachers’ teaching orientations is important. Therefore, the Pedagogy of Science Teaching Test (POSTT) was translated and adapted into Bahasa as a formative assessment for preservice science teachers. There were eight steps to translate and validate the POSTT into Bahasa (Indonesian language). The translation and validation processes involved eight experts in the target language and eight science …
Chemistry Graduate Teaching Assistants: A Comparison Of The Classroom Discourse Within Expository And Problem-Based Learning Laboratories, Kelley M. Current
Chemistry Graduate Teaching Assistants: A Comparison Of The Classroom Discourse Within Expository And Problem-Based Learning Laboratories, Kelley M. Current
Masters Theses
Graduate Teaching Assistants (GTAs) commonly function as instructors within undergraduate chemistry laboratories. This study sought to explore and describe GTA classroom discourse within two distinct instructional modes, using discourse analysis as the theoretical framework. Theclassroom discourse within a series of verification style labs was comparedto the classroom discourse produced within a set of Problem-Based Learning (PBL) labs. The results suggest three primary findings: (1) the apparent relationship between the instructional mode and form of GTA classroom discourse, (2) the patterns in classroom discourse observed within a given instructional mode repeat, irrespective of content, and (3) the classroom discourse observed within …
Physics Faculty Use Of Example Solutions In Teaching Introductory Physics, William O. Mamudi
Physics Faculty Use Of Example Solutions In Teaching Introductory Physics, William O. Mamudi
Masters Theses
This study investigates how physics faculty perceive and use features of example problem solutions. Thirty physics instructors from diverse institutions participated in semi-structured interviews. In addition to open-ended questions, three example problem solution artifacts were used to focus on specific solution features. Data were analyzed to identify instructors’ goals for the use of example solutions and whether their goals were consistent with the solution features that they valued and used. The study concludes that many faculty have three major goals: keeping students cognitively involved, helping students become better problem solvers, and supporting students in learning physics. The study also found …
The Benefits Of Observational Learning On The Mathematics Achievement Of Fourth Grade Students Involved In Peer Tutoring Sessions, Trisha R. Parish
The Benefits Of Observational Learning On The Mathematics Achievement Of Fourth Grade Students Involved In Peer Tutoring Sessions, Trisha R. Parish
Masters Theses
Many students struggle with mathematical concepts and operations. This leads educators to search for the most effective and efficient means of improving their academic performance. The present investigation sought to determine if a triadic peer-tutoring program would increase the acquisition of basic multiplication facts for fourth grade students. Secondly, this investigation assessed the extent to which students would benefit from observational learning opportunities within the peer tutoring sessions. A multiple baseline design across two peer-tutoring triads was utilized with student performance being assessed by measuring responses to flashcard presentations and completion of three types of mathematics probes. The first type …
Geographic Information Systems In High School Geography Education: A Feasibility Study, C. Sonia Wardley
Geographic Information Systems In High School Geography Education: A Feasibility Study, C. Sonia Wardley
Masters Theses
This research focused on three aspects of the integration of GIS into the high school curriculum. Firstly, the investigation strove to demonstrate how GIS could enrich the high school geography curriculum in Michigan. Secondly, GIS software programs were evaluated for suitability using three techniques, and thirdly, the study area high schools were assessed for their technological capabilities relative to GIS.
The pedagogical and cognitive benefits of using GIS as a tool were established _ from the pertinent literature and the feasibility of incorporating GIS into the curriculum was examined with the reference to the Michigan geography content standards and benchmarks. …
Implementing Resources For Reform: One Teacher’S Experience With A Standards-Based Mathematics Curriculum, Lynn Best Royer
Implementing Resources For Reform: One Teacher’S Experience With A Standards-Based Mathematics Curriculum, Lynn Best Royer
Masters Theses
This study addresses the issue of implementation of a reform mathematics curriculum, focusing on one teacher's personal experience. Its purpose is to uncover what motivated this teacher to persist in learning new ways to teach mathematics. There is greater emphasis on discovering what discouraged this effort. Impediments to implementation are emphasized because of their potential to undermine the movement to restructure mathematics education.
This case study used common methods of qualitative data gathering and analysis. Interviews, observation, and video tapes were recorded, transcribed, and analyzed. The impediments to implementation which emerged were then compared to reports from similar reform projects. …
Behavioral Contracting: The Effects Of Metacontingency Contracting On Math Performance Of At-Risk Students, Vernard V. J. Jones
Behavioral Contracting: The Effects Of Metacontingency Contracting On Math Performance Of At-Risk Students, Vernard V. J. Jones
Masters Theses
The purpose of this study is to determine the effectiveness of behavioral contracting in providing parents with a means of assisting their child with homework from school. Following the baseline condition, the subjects were introduced to the intervention [behavioral contracting including parent(s)] one at a time to provide a concurrent check between baseline and treatment conditions.
Six students from the Kentwood Public School District served as participants in the study. All participants were between eleven and thirteen years of age. Each participant was identified by the teacher as "at-risk" based on their sustained academic performance.
Four out of six participants …
Using American Sign Language With A Direct Instruction Mathematics Program To Affect The Mathematics Achievement Of Deaf Students, Annette J. Bass
Using American Sign Language With A Direct Instruction Mathematics Program To Affect The Mathematics Achievement Of Deaf Students, Annette J. Bass
Masters Theses
The effectiveness of supplemental instruction using a scripted direct instruction program, Connecting Math Concepts (Englemann & Carnine, 1992), with four lower elementary deaf students was compared to the effectiveness of supplemental instruction in their traditional math curriculum, Mathematics Today (Abbott, 1985). A two-phase multiple baseline design across students was used. During the first phase, the students' achievement on curricula-based math probes was assessed while using the Mathematics Today as a supplement. During the second phase, the students' achievement was assessed while using Connecting Math Concepts as a supplement. The teacher presentation scripts in this program were translated into American Sign …
A Comparison Of The Hutchings’ Low-Stress, Factor Analysis, Hand-Held Calculator, And Conventional Addition Algorithms For Speed, Accuracy, And Preference With Regular Education Students, John C. Hampel
Masters Theses
Three repeated measures experiments were conducted to determine the efficiency with which medium and low math-achieving, fourth- and fifth-grade students computed two sizes of addition problems using each of four different algorithms. The experimenter selected the conventional algorithm and the hand-held calculator because they are currently in popular use. The experimenter selected the Hutchings' low-stress and factor analysis algorithms because of their demonstrated performance enhancing characteristics and unique design features. The three written algorithms represented a design continuum that facilitated a powerful deductive analysis.
In all conditions the Hutchings' low-stress algorithm produced incrementally superior performance consistent with its unique features. …
Computer Assisted Drill And Practice: An Instructional Aid To Increasing Rate Of Acquisition Of Addition Math Facts, Paula G. Frandsen
Computer Assisted Drill And Practice: An Instructional Aid To Increasing Rate Of Acquisition Of Addition Math Facts, Paula G. Frandsen
Masters Theses
This study supplemented existing math instruction and drill and practice (flash cards and worksheets) with computer assisted drill and practice (CADP) to facilitate addition math fact attainment of first grade students. The six students selected were introduced to (CADP) on an individual basis using a multiple baseline across subjects research design. Timed tests were used to select subjects, as baseline measures, and as probes throughout the study to measure the students' rate correct per minute (the dependent variable).
All subjects showed an increase in their individual rate correct per minute after the introduction of CADP. This rate increase is important …
A Comparison Of Hutchings' Low Stress Algorithm And Three Other Methods In Multidigit Multiplication For Calculation Speed And Accuracy, John Byron Connors
A Comparison Of Hutchings' Low Stress Algorithm And Three Other Methods In Multidigit Multiplication For Calculation Speed And Accuracy, John Byron Connors
Masters Theses
High achieving fifth grade students were taught three alternate multiplication algorithms: Hutchings low stress, Gelocian lattice, and partial products (distributive algorithm using indentation). The two independent variables were the four algorithms (three alternate plus traditional) and three problem array sizes (3 x 2, 3, and 4 factors). The three dependent variables were percent accuracy, rate correct, and rate incorrect. A multi-element manipulation design across phases was used varying type of calculation procedure within sessions and type of problem array across sessions. Results showed that all three alternate algorithms were superior to the traditional algorithm on most dependent variable measures. Pre …
A Component Analysis Of Hutchings' Low-Stress Subtraction Algorithm With Third Grade Students, Karen J. Lascurettes
A Component Analysis Of Hutchings' Low-Stress Subtraction Algorithm With Third Grade Students, Karen J. Lascurettes
Masters Theses
This study measured the effects of what was hypothesized to be the major functional component difference between the Hutchings' low-stress subtraction algorithm and the traditional algorithm: the non-alternation of regrouping and subtraction steps. A multiple baseline design was used with two groups of third grade students. Dependent measures included rate correct, rate incorrect, percent accuracy, and types of errors made. Statistical analysis of the data failed to support the position that the non-alternation of regrouping and subtracting steps in subtraction yielded superior performances with these students. Future research in this area might investigate the inclusion of zeroes in the minuends …
A Comparison Of The Hutchings "Low-Stress”, Fulkerson Tens Method, And Conventional Addition Algorithms For Speed, Accuracy And Preference With Regular Education Students, Gregory N. Vaughan
A Comparison Of The Hutchings "Low-Stress”, Fulkerson Tens Method, And Conventional Addition Algorithms For Speed, Accuracy And Preference With Regular Education Students, Gregory N. Vaughan
Masters Theses
The differential calculation power (rate and accuracy) of three separate procedures for addition was investigated. The Hutchings' "low-stress", Fulkerson tens method. and conventional algorithms were compared on 5x7 array addition problems. The subjects were six male first semester third grade students approximately eight and one half years of age. A multielement design was used in which the three algorithms composed the multiple elements. During the last three daily sessions the students were given free choice of algorithms to use. The results indicated that the Hutchings "Low-stress" algorithm was superior to the Fulkerson tens method, which in turn was superior to …
The Effects Of Hutchings’ Low Stress Addition And Subtraction Algorithms On The Accuracy And Rate Of Problem Solving With Low Performing Math Students, Stephen Edgar Hadden
The Effects Of Hutchings’ Low Stress Addition And Subtraction Algorithms On The Accuracy And Rate Of Problem Solving With Low Performing Math Students, Stephen Edgar Hadden
Masters Theses
The accuracy and rate of problem solving using Hutchings' low stress addition and subtraction algorithms was investigated using four, fourth-grade low performers. Two multiple baseline designs were used, (one for addition and one for subtraction) where subjects were required to work addition and subtraction problems using the conventional method during Baseline. As Baseline for each subject stabilized, a brief training program was implemented using Hutchings' low stress addition or subtraction algorithm. Following training, subjects were required to work the addition and subtraction problems using the new algorithm. Probes were administered before and after training to measure knowledge of place value …
Component Analysis Of Hutchings' Low-Stress Addition Algorithm, Daniel V. Mccallum
Component Analysis Of Hutchings' Low-Stress Addition Algorithm, Daniel V. Mccallum
Masters Theses
An A-B-A-C counterbalanced reversal design was used with two groups to analyze the two components of Hutching's Low-Stress addition algorithm. Fourth grade students achieving 96% accuracy on a pretest of basic math facts were subjects of this study. Subjects were taught two new methods of computation; Hutchings' Low-Stress and the Conventional algorithm with a written record, along with reviewing the Conventional algorithm. Students were given worksheets containing fixed size addition problems and asked to complete as many as possible with a five-minute times session. Accuracy and speed were monitored across the three methods of computation. The results showed superior performance …
A Comparison Of Speed And Accuracy In Addition Calculation For High And Low Achieving Math Students Using The Calculator, Conventional Algorithm And The Hutchings' “Low Stress Algorithm”, Edward S. Drew
Masters Theses
This study was an attempt to compare the differential calculation power (speed plus accuracy) with addition for the conventional algorithm as compared with the Hutchings' low stress algorithm as compared to hand held calculators for high and low achievers with two levels of difficulty. Also, it is a systematic replication of Zoref's (1976) previous research. The subjects were eight third grade students, four male and four female, approximately nine years old. A multielement baseline design was used varying type calculation method within sessions and level of difficulty across sessions. The Hutchings' "low stress" algorithm produced markedly better results in correct …
A Comparison Of The Hutchings' “Low-Stress", Fulkerson "Full-Record" And Conventional Addition Algorithms For Speed, Accuracy And Preference With Regular Education Students, John Robert Vanhevel
A Comparison Of The Hutchings' “Low-Stress", Fulkerson "Full-Record" And Conventional Addition Algorithms For Speed, Accuracy And Preference With Regular Education Students, John Robert Vanhevel
Masters Theses
The differential calculation power (speed and accuracy) of three different addition procedures were investigated using the Hutchings " Low-stress", Fulkerson "Full-record" and conventional algorithms. The subjects were nine fourth grade students, five female and four male, approximately ten years of age. Elements of both multiple baseline and reversal designs were employed, varying the type of calculation method across phases. After exposure to each algorithm, students were given a choice of methods to use in solving a problem. Results indicated that both the Hutchings "Low-stress" and Fulkerson "Full-record" algorithms were generally superior in producing stable, accurate and efficient calculations. When given …
A Comparison Of Calculation Speed And Accuracy On Two Levels Of Problem Difficulty Using The Conventional And Hutchings’ "Low Stress" Subtraction Algorithms And The Pocket Calculator, Margaret T. Mcglinchey
A Comparison Of Calculation Speed And Accuracy On Two Levels Of Problem Difficulty Using The Conventional And Hutchings’ "Low Stress" Subtraction Algorithms And The Pocket Calculator, Margaret T. Mcglinchey
Masters Theses
This study involved a comparison of three different calculation procedures for solving two different sizes of subtraction problems. A multi-element baseline design was used with three subjects: 2 females and 1 male, whose ages were 9.6, 24, and 8.1, respectively. The calculation procedures were varied randomly within, sessions, and the problem sizes varied randomly across sessions. Dependent measures included rate correct, rate incorrect, and percent accuracy. For all subjects, the conventional algorithm was the fastest calculation procedure. Accuracy data were not as consistent, since they varied across subjects and problem array sizes. Future research in this area might involve larger …
Preferences Of Students For The Hutchings "Low Stress" Compared To The Conventional Algorithm Under Conditions Of Differentially Increasing The Number Of Problems With And Without Reinforcement, Pamela G. Buitendorp Drew
Preferences Of Students For The Hutchings "Low Stress" Compared To The Conventional Algorithm Under Conditions Of Differentially Increasing The Number Of Problems With And Without Reinforcement, Pamela G. Buitendorp Drew
Masters Theses
This study was an attempt to determine which computation procedure students would select under varying classroom conditions. It is a systematic replication of previous research by Gillespie (1976). Algorithm preferences of 14 third grade students, 10 high accuracy and four low accuracy on a math facts test, were investigated under conditions of differentially increasing the number of problems with and without reinforcement, Reversal designs were used. The students completed 4X5 array problems and chose which algorithm to use, but after choosing the same algorithm for three consecutive sessions, they were required to use the alternative algorithm the next session. Preference …
A Point System For Maintaining Accurate Grading In A Psi Course, Terry E. Mcsween
A Point System For Maintaining Accurate Grading In A Psi Course, Terry E. Mcsween
Masters Theses
No abstract provided.
A Systems Analysis Of Laboratory Report Editing, Suanne A. Williams
A Systems Analysis Of Laboratory Report Editing, Suanne A. Williams
Masters Theses
No abstract provided.
A Study Of Forward Vs. Backward Chaining, Using Hutching's "Low Stress" Algorithm In Simple And Complex Addition Problems With Third Graders, Linda Sue Clark
A Study Of Forward Vs. Backward Chaining, Using Hutching's "Low Stress" Algorithm In Simple And Complex Addition Problems With Third Graders, Linda Sue Clark
Masters Theses
No abstract provided.
A Comparison Of The Hutchings' “Low-Stress" And Current Addition Algorithms For Speed And Accuracy In Two School Settings With Regular And Special Education Children, Laurence E. Rudolph
A Comparison Of The Hutchings' “Low-Stress" And Current Addition Algorithms For Speed And Accuracy In Two School Settings With Regular And Special Education Children, Laurence E. Rudolph
Masters Theses
No abstract provided.
Student Preferences For The Hutchings' "Low Stress" Versus The Conventional Addition Algorithm Under Conditions Of Differentially Increasing Response Effort With And Without Reinforcement, Carolyn Louise Gillespie
Student Preferences For The Hutchings' "Low Stress" Versus The Conventional Addition Algorithm Under Conditions Of Differentially Increasing Response Effort With And Without Reinforcement, Carolyn Louise Gillespie
Masters Theses
No abstract provided.
A Comparison Of Calculation Speed And Accuracy On Two Levels Of Problem Difficulty Using The Conventional And Hutchings' "Low Stress" Addition Algorithms And The Pocket Calculator With High And Low Achieving Math Students, Leslie S. Zoref
Masters Theses
No abstract provided.
The Effectiveness Of An Audio-Tutorial Program In High School Biology, John W. Goudie
The Effectiveness Of An Audio-Tutorial Program In High School Biology, John W. Goudie
Masters Theses
No abstract provided.