Literaturnachweis - Detailanzeige
| Autor/in | Langner, Paula Mediterraneo |
|---|---|
| Titel | Instructional Modality Efficacy and Multiplication Fact Fluency for Third-Grade Students |
| Quelle | (2023), (152 Seiten)
PDF als Volltext Ed.D. Dissertation, Grand Canyon University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3794-3657-5 |
| Schlagwörter | Hochschulschrift; Dissertation; Teaching Methods; Instructional Effectiveness; Multiplication; Grade 3; Elementary School Students; Mathematics Achievement; Blended Learning; In Person Learning; New Jersey |
| Abstract | The subject of this study is to investigate if, and to what extent the performance of third-grade students' multiplication fact proficiency differs in a hybrid learning setting as compared to in-person instruction. These differences were questioned by researching if there was a change in student proficiency due to the instructional modality, if there was a change in proficiency due to student gender, and if there was a change in proficiency for male or female students dependent on instructional modality. Piaget's constructivist theory of learning supported the study in that students took responsibility for their own learning. The instructional modalities utilized the knowledge they had already been exposed to and the students applied the knowledge to further their multiplication fact fluency skills. The sample for this research included third-grade students from New Jersey in the school years 2019-2020 and 2020-2021. The study utilized a quantitative, causal-comparative method and design. The data collected from curriculum-based pretest and posttest scores were analyzed using a two-way ANOVA with interaction. It was found that there were not significant relationships between instructional methodology and gender and that there were not statistically significant effects between genders on performance. The main effect of instructional methodology was significant which indicates that there was a difference in score between in-person and hybrid modalities. The average improvement in scores was greater for the hybrid method (M = 59.44, SD = 28.82) compared to in-person (M = 45.41, SD = 14.57). Future implications for this research are that schools should be open to the concept of hybrid learning as a beneficial component of current teaching modalities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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