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Blended Online Learning Versus Traditional Classroom Learning: A Comparison Of Mathematics Content Mastery For High School Students Of Homeowners And Non-Homeowners, Jeannette Hallam
Doctoral Dissertations and Projects
The purpose of this causal-comparative study was to compare the methods of traditional face-to-face classroom instruction and blended online instruction for students from differing home environments who were repeating a Mathematics I course at the high school level. This quantitative study, conducted at three high schools in Georgia, used the theories of self-regulated learning, student-centered learning, Keller’s ARCS (Attention, Relevance, Confidence, and Satisfaction) model of motivational design of instruction, and cognitive load theory to compare the two approaches to learning. The participants in this study consisted of 398 high school students taking a Mathematics I class for the second time …
Understanding Mathematics Anxiety: The Relationships Between Fourth Grade Students' Math Anxiety, Multiplication Fact Fluency, And Problem Solving Ability, Julie Anne Dutko
Understanding Mathematics Anxiety: The Relationships Between Fourth Grade Students' Math Anxiety, Multiplication Fact Fluency, And Problem Solving Ability, Julie Anne Dutko
Doctoral Dissertations and Projects
The necessity of math skills is evident in everyday life, as well as job-specific tasks. Unfortunately, math anxiety has become a growing problem among people of all ages. Understanding more about potential indicators or predictors of math anxiety at a young age may help alleviate some of the impacts math anxiety has on mathematics achievement throughout life. This study considered the relationships between mathematics anxiety, multiplication fact fluency, math problem solving ability, math confidence, prior achievement, and demographic variables of fourth grade students. Fourth grade students at two suburban elementary schools in North Georgia were surveyed about their math anxiety …