Browsing Student Works by Subject "Achievement"
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Dey, John A., 1971 (University of Oregon, June , 2009)[more][less]Dey, John A., 1971 20100213T00:40:26Z 20100213T00:40:26Z 200906 http://hdl.handle.net/1794/10197 xii, 95 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. Student use of electronic response technology has been prevalent in postsecondary institutions and is beginning to penetrate K12 classroom settings. Despite these trends, research exploring the impact of this technology in these settings has been limited. The extant research has relied heavily on survey methodologies and largely has focused on student/teacher perception or implementation practices while remaining silent on learning outcomes. The purpose of this study was to broaden the scope of research models used to explore electronic response technology and its impact on student learning. The study took place in a ninthgrade science classroom at a large high school with a comprehensive curriculum. Study participants were firstyear high school students enrolled in one of two sections of the freshman science sequence focusing on Physical Science content. One section, serving as the Treatment group, used electronic response devices on a daily basis to respond to preplanned teacher questions. The other section, serving as the Comparison group, relied on traditional methods of interaction such as raising hands to respond to questions. They responded to the same set of preplanned questions and differed only in the manner of response, with the teacher asking the class and then calling on one of the students to answer. The study focused on academic achievement, as measured by student performance on a pre and posttest, as well as student engagement, measured by momentary time sample data taken throughout the entire class with focused attention on periods of teacher questioning. The analysis of academic achievement employed an ANOVA, and no statistically significant difference was found between the groups. Engagement data were analyzed using an independent samples t test, and statistically significant differences were found between the two groups. Findings from this study indicated that, when using electronic response technology in their science classes, students demonstrated significantly higher levels of engagement across an entire class period as well as during teacher questioning. Implications of the study have been framed around the promise of electronic response technology for engaging and motivating students. Adviser: Gerald Tindal en_US University of Oregon University of Oregon theses, Dept. of Educational Leadership, Ed. D., 2009; Curriculum Secondary education Technology Engagement Assessment Electronic response devices Ninth grade (Education) Science Student engagement Education, Secondary Educational technology Science education Curriculum development Achievement Exploring the efficacy of electronic response devices in ninthgrade science classrooms Thesis

OmlinRuback, Holly I. (University of Oregon, September , 2009)[more][less]OmlinRuback, Holly I. 20100501T00:12:48Z 20100501T00:12:48Z 200909 http://hdl.handle.net/1794/10342 xi, 86 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. After spending the day learning in elementary school, most children across the United States are given homework , assignments to be completed outside of the regular school day. Most research on homework conducted in elementary schools focuses on the relationship between achievement and time spent on homework. Little, if any, research has investigated the types of mathematics homework assigned to elementary students and its relationship to achievement. Given the continued practice of assigning homework and the gap in literature regarding research that investigates type of homework, as well as the paucity of homework research at the elementary level, there is a need for further research. Thus, the focus of this dissertation was to investigate the type of mathematics homework assigned to fifthgrade students, their interaction with the assigned homework and the relationship to achievement on a statewide test. This exploratory descriptive study used a convenience sample of fifthgrade students from a school district in the Pacific Northwest to examine the type of mathematics homework assigned to fifthgrade students, their interaction with the assigned homework, and the relationship between the homework students completed and their achievement on the statewide standardized test in mathematics. The majority of homework collected was correctly completed Direct Contact Practice homework. Furthermore, the mathematical strand of Calculations and Estimations was the most frequently assigned strand. Correlational analysis indicated that weak correlations with student total RIT scores on the statewide standardized test in mathematics existed in several areas. There was a correlation of .29 between the number of correct homework interactions and state test score, a correlation of .36 between the number of Direct Contact Practice homework and the RIT score, a .28 correlation between the number of Other homework items completed and the RIT score, and a .26 correlation between the total number of homework interactions and RIT score. When the relationship between homework categorized by math strand and the state stranded math score was examined, there was a .36 correlation between the number of Algebra homework interactions and score on the algebra strand of the statewide mathematics assessment. Limitations of the study are discussed and recommendations for future research are presented. Committee in charge: Gerald Tindal, Chairperson, Educational Methodology, Policy, and Leadership; Keith Zvoch, Member, Educational Methodology, Policy, and Leadership; Philip McCullum, Member, Educational Methodology, Policy, and Leadership; Lou Moses, Outside Member, Psychology en_US University of Oregon University of Oregon theses, Dept. of Educational Leadership, Ed. D., 2009; Homework Elementary education Achievement Mathematics  Study and teaching (Elementary) Mathematics homework Mathematics education Education, Elementary Curriculum development A study of mathematics homework Thesis
Now showing items 12 of 2