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Effects Of Applying Student-Centered Techniques In Mathematics Achievement: A Cameroon Case Study, Jomara Alexandra Laboy Rivera

Dissertations, Master's Theses and Master's Reports

Effects of Applying Student-Centered Techniques in Mathematics Achievement: A Cameroon Case Study

By:

Jomara A. Laboy Rivera

This study investigated the effects of using student-centered techniques in math Form 2 (Eighth Grade) and the relationship among English literacy, Math Literacy, interest in math, study habits, home background and owning the Cameroonian math textbook with mathematical achievement. Data were collected from four different schools in the North West region of Cameroon. The experimental schools (GHS Shisong and GHS Kiyan) used student-centered techniques while the control schools (St. Peters and St. Francis) used teacher–centered techniques. Results showed that there was an improvement …

The Planned And The Emergent: An Alternative Model Of Learning And Literacy, Lori S. Rogers

Dissertations, Master's Theses and Master's Reports - Open

Within academic institutions, writing centers are uniquely situated, socially rich sites for exploring learning and literacy. I examine the work of the Michigan Tech Writing Center's UN 1002 World Cultures study teams primarily because student participants and Writing Center coaches are actively engaged in structuring their own learning and meaning-making processes. My research reveals that learning is closely linked to identity formation and leading the teams is an important component of the coaches' educational experiences. I argue that supporting this type of learning requires an expanded understanding of literacy and significant changes to how learning environments are conceptualized and developed. …

Deconstructing Definitions: Repositioning Technological Access & Literacy Within Agent Ability, Carole Reynolds

Department of Humanities Publications

Our society cannot have concerns about access without literacy because they are congruous; neither is distinct nor complete without the other in technological contexts. The United States Department of Education repeatedly calls for more, better, and increased access and literacy to technologies. Our elected officials make national speeches imparting similar rhetoric and ideas. A problem with this particular information dissemination by inherently powerful entities or persons is they make assumptions of what access and literacy are, with minimal definition, and virtually no context of agent ability with technology. These ambiguous terms and deficient definitions have subsequently proliferated in academic scholarship, …