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Full-Text Articles in Education
Entrepreneurship Education Relation To Mathematical Proficiency Amongst Secondary Youth, Mariam Abdelhamid
Entrepreneurship Education Relation To Mathematical Proficiency Amongst Secondary Youth, Mariam Abdelhamid
STEMPS Theses & Dissertations
Mathematical aptitude in the United States has been a concern over the past few decades, not only from an international perspective but from a student proficiency perspective. This phenomenon is also further negatively impacted due to COVID-19 associated learning loss. Correspondingly, there are calls for students to develop entrepreneurial skills to thrive in the 21st century economy. The purpose of this quasi-experimental study was to examine whether participation in an entrepreneurship class was related to mathematical proficiency (Algebra II) in high school. Data on students from two school districts were used, consisting of 2,741 and 1,172 Algebra II students in …
Combining Different Motivation And Cognitive Supports In Undergraduate Biology In Different Contexts: Lessons Learned, Avi Kaplan, Jennifer G. Cromley, Tony Perez, Ting Dai, Kyle R. Mara, Michael Balsai
Combining Different Motivation And Cognitive Supports In Undergraduate Biology In Different Contexts: Lessons Learned, Avi Kaplan, Jennifer G. Cromley, Tony Perez, Ting Dai, Kyle R. Mara, Michael Balsai
STEMPS Faculty Publications
Researchers acknowledge that students’ learning and achievement requires both effective cognition and the motivation to apply it. In addition, both cognition and motivation are multidimensional, each involving different processes that may be less or more salient in different contexts. However, most basic research and intervention studies focus on either cognition OR motivation, and commonly only target a single process. We designed an intervention to investigate the role of different combinations of cognitive and motivational supports in first-year undergraduate introductory biology courses. We sought an online delivery approach with minimal burden on the instructor that can accompany any such course. Building …
The Effects Of Metacognitive Training On Algebra Students’ Calibration Accuracy, Achievement, And Mathematical Literacy, Deana J. Ford
The Effects Of Metacognitive Training On Algebra Students’ Calibration Accuracy, Achievement, And Mathematical Literacy, Deana J. Ford
Teaching & Learning Theses & Dissertations
This dissertation describes an empirical study that investigated how metacognitive training influenced lower achieving Algebra students’ calibration accuracy, achievement, and development of mathematics literacy. Multiple methods were used to collect and analyze the data. Close analysis of students’ work and classroom observations revealed that students that were exposed to the metacognitive training had significantly higher prediction accuracy and made gains in their understanding of the mathematics word problems than did students who did not receive the metacognitive training. Overall, however, both the intervention and comparison groups improved in their academic performance and became more mathematically literate and accurate in their …
The Influence Of Teacher Preparation Programs On Student Achievement And The Use Of Nctm Standards And Principles In Middle School And High School Algebra I Classrooms, Denelle L. Wallace
The Influence Of Teacher Preparation Programs On Student Achievement And The Use Of Nctm Standards And Principles In Middle School And High School Algebra I Classrooms, Denelle L. Wallace
Theses and Dissertations in Urban Studies
The impact of traditional and alternative teacher preparation programs on student achievement and the instructional delivery methods used in middle school and high school Algebra I classrooms was explored through a mixed method comparative design. The data analysis revealed that alternative teacher preparation programs are a viable avenue to explore in meeting the needs of public schools for providing qualified teachers in mathematics classrooms at the middle school and high school levels. Data from the standardized state test and district level quarterly assessments revealed no significant differences between groups on half of the achievement measures, but there was a significant …