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Science and Mathematics Education Commons™
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Articles 1 - 7 of 7
Full-Text Articles in Science and Mathematics Education
Peer Tutoring Of Junior Nursing Students: Student Experiences And Perceptions Of Self-Efficacy And Benefit, Mary Clarke
Peer Tutoring Of Junior Nursing Students: Student Experiences And Perceptions Of Self-Efficacy And Benefit, Mary Clarke
Doctoral Dissertations and Projects
The purpose of this phenomenological study is to understand the experiences of peer tutoring in junior-level nursing students, as well as the perceptions of increased self-efficacy and overall benefit to student learning. The proposed study included 10 nursing students enrolled in the residential Bachelor of Science in Nursing (BSN) program at a large private university in the Southeast United States. The theoretical framework guiding this study included both developmental constructivism (Piaget, 1953) and social cognitive theory (Bandura, 1994), as they work in a reciprocal relationship within a conceptual framework. Knowledge is constructed, and as students learn concepts from experiences, they …
Traditional Vs. Project-Based Learning: The Effects On Student Performance And Motivation In Honors Level Mathematics Courses, Sunletha Carter
Traditional Vs. Project-Based Learning: The Effects On Student Performance And Motivation In Honors Level Mathematics Courses, Sunletha Carter
Doctoral Dissertations and Projects
Since the charge by the National Council for Teachers of Mathematics (NCTM) to move away from the traditional learning (TL) method of instruction to more learner-controlled techniques, project-based learning (PBL) has been on the rise. This quasi-experimental nonequivalent control group design study compared the academic achievement of 122 eleventh and twelfth grade students who were instructed using PBL techniques, with a control group of their counterparts who were instructed using TL techniques, in honors level mathematics courses. Pretest and Posttest data collected from both groups of students were statistically analyzed using independent t-tests, and Analysis of Covariance (ANCOVA), respectively, since …
Comparing The Effects Of Elementary Music And Visual Arts Lessons On Standardized Mathematics Test Scores, Molly King
Comparing The Effects Of Elementary Music And Visual Arts Lessons On Standardized Mathematics Test Scores, Molly King
Doctoral Dissertations and Projects
The purpose of this quantitative, causal-comparative study was to compare the effect elementary music and visual arts lessons had on third through sixth grade standardized mathematics test scores. Inferential statistics were used to compare the differences between test scores of students who took in-school, elementary, music instruction during the same semester state standardized mathematics tests were administered and those who took in-school, elementary visual arts instruction during the same semester standardized mathematics tests were administered. The students attended seven elementary schools in the same North Alabama school district. The research questions were: (a) Does participation in elementary school music lessons …
Academic Intervention: Acceleration And Remediation, Barbara Franklin
Academic Intervention: Acceleration And Remediation, Barbara Franklin
Doctoral Dissertations and Projects
Eighth grade math students must pass a standards based test to be promoted to the next grade. Students who were at risk of failing the state’s annual test faced impending retention. The purpose of this quasi-experimental study was to see if an intensive nine-week (55 min per day) remedial Math Connection (MC) class for 67 suburban, eighth grade students identified as at risk of failing, could significantly increase the scores; concurrently, at this Title I school, they were compared with 122 eighth grade students who were not identified as at risk of failing. The dependent variable was measured using the …
The Relationship Between Using Study Island Supplemental Math Software And Third, Fourth, And Fifth Grade Students' Mathematics Achievement, Michael Rich
Doctoral Dissertations and Projects
The ex post facto study investigated the relationship between the use of Study Island supplemental math software and students’ math achievement in a Title I public elementary school in Georgia during the 2011-2012, 2012-2013, and the 2013-2014 school years. Data from the school was collected regarding the use of a supplemental math software program called Study Island during the 2012-2013 and the 2013-2014 school years. Data on students’ math achievement test scores was collected from school level reports for the 2011-2012, 2012-2013, and the 2013-2014 school years. Data was analyzed using a two-tailed t test to investigate the possible relationship …
Pre-Service Elementary School Teachers’ Perceptions Of Mathematics Education Experiences: A Phenomenological Study, Christine Mcelhaney
Pre-Service Elementary School Teachers’ Perceptions Of Mathematics Education Experiences: A Phenomenological Study, Christine Mcelhaney
Doctoral Dissertations and Projects
The purpose of this phenomenological study was to examine the perceptions about mathematics of pre-service elementary school teachers at a small private university in the Midwestern United States. The theoretical framework used for this research study came from Bandura’s Social Cognitive Theory, including the component of teacher efficacy. Because mathematics is a fundamental subject for students to develop skills necessary for various 21st century careers, this qualitative phenomenological study sought to examine how pre-service teachers perceived their ability and confidence to teach mathematics. I limited the choice of participants to elementary pre-service teachers who had not yet completed any mathematics …
A Phenomenological Study On The Impacts Of Embedding Disciplinary Literacy During Science Instruction On Elementary Teachers’ Metacognition Of Instructional Techniques, Kelley Weiss
Doctoral Dissertations and Projects
The educational community has been increasing its focus on literacy for several years. The modern definition of literacy requires students to be an informed and integrated thinker, synthesizing new information beyond the mere ability to read and write (Guzzetti & Bang, 2011). This qualitative phenomenological study focused on how teachers of science view literacy and how that view changes when they implement the concept of disciplinary literacy into science instruction. This phenomenological study examined how teachers became more metacognitive of their instructional methods after implementation of the Question-Answer Relationship strategy (QAR) and direct vocabulary instruction into their science instruction. Teachers …