東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Effect of Web-based Cooperative Lear...

Murray, James G., Jr.

Linked to FindBook

Google Book

Amazon

博客來

Effect of Web-based Cooperative Learning on African American Males' Mathematics Achievement.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Effect of Web-based Cooperative Learning on African American Males' Mathematics Achievement./
Author:	Murray, James G., Jr.
Description:	146 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.
Contained By:	Dissertation Abstracts International75-11A(E).
Subject:	Education, Technology of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3628658
ISBN:	9781321049329

Effect of Web-based Cooperative Learning on African American Males' Mathematics Achievement.
Murray, James G., Jr.

Effect of Web-based Cooperative Learning on African American Males' Mathematics Achievement. - 146 p.

Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.

Thesis (Ph.D.)--Walden University, 2014.

This item must not be sold to any third party vendors.

The problem addressed in this study was the dearth of empirical research about the effectiveness of web-based instruction using cooperative learning on mathematics achievement for African American males. Historically, the mathematics performance of African American males has been below average. The correlation between academic failure and the rates of dropout, unemployment, and incarceration is well documented. The purpose of this quasi-experimental study was to investigate whether web-based instruction using cooperative learning had an effect on mathematics achievement for African American males. The theoretical framework for this study was cognitive-field interaction theory. The research question was designed to determine if there was a difference in mathematics achievement for African American males using web-based programmed instruction with a cooperative learning strategy from those using web-based programmed instruction alone. Participants in this study included 83 eighth grade African American male students. The control group was taught web-based programmed instruction, while the experimental group was taught web-based programmed instruction with a cooperative learning strategy. The independent samples t test showed that the difference between the control and experimental groups was statistically significant. An analysis of covariance (ANCOVA) was conducted to determine if the improvement in mathematics achievement scores was attributable to differences in ability, and results were significant. This study provides insights for curriculum designers and educational technologists on how web-based, cognitive-field interactionist teaching and learning can improve mathematics achievement for African American males.

ISBN: 9781321049329Subjects--Topical Terms:

1018012
Education, Technology of.

Effect of Web-based Cooperative Learning on African American Males' Mathematics Achievement.
LDR:02801nmm a2200349 4500 001 2057741
005 20150619125626.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781321049329
035 $a (MiAaPQ)AAI3628658
035 $a AAI3628658
040 $a MiAaPQ $c MiAaPQ
100 1 $a Murray, James G., Jr. $3 3171623
245 1 0 $a Effect of Web-based Cooperative Learning on African American Males' Mathematics Achievement.
300 $a 146 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.
500 $a Adviser: Abbie Brown.
502 $a Thesis (Ph.D.)--Walden University, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a The problem addressed in this study was the dearth of empirical research about the effectiveness of web-based instruction using cooperative learning on mathematics achievement for African American males. Historically, the mathematics performance of African American males has been below average. The correlation between academic failure and the rates of dropout, unemployment, and incarceration is well documented. The purpose of this quasi-experimental study was to investigate whether web-based instruction using cooperative learning had an effect on mathematics achievement for African American males. The theoretical framework for this study was cognitive-field interaction theory. The research question was designed to determine if there was a difference in mathematics achievement for African American males using web-based programmed instruction with a cooperative learning strategy from those using web-based programmed instruction alone. Participants in this study included 83 eighth grade African American male students. The control group was taught web-based programmed instruction, while the experimental group was taught web-based programmed instruction with a cooperative learning strategy. The independent samples t test showed that the difference between the control and experimental groups was statistically significant. An analysis of covariance (ANCOVA) was conducted to determine if the improvement in mathematics achievement scores was attributable to differences in ability, and results were significant. This study provides insights for curriculum designers and educational technologists on how web-based, cognitive-field interactionist teaching and learning can improve mathematics achievement for African American males.
590 $a School code: 0543.
650 4 $a Education, Technology of. $3 1018012
650 4 $a African American Studies. $3 1669123
650 4 $a Education, Instructional Design. $3 1669073
650 4 $a Education, Mathematics. $3 1017588
650 4 $a Education, Middle School. $3 1030813
650 4 $a Web Studies. $3 1026830
650 4 $a Black Studies. $3 1017673
690 $a 0710
690 $a 0296
690 $a 0447
690 $a 0280
690 $a 0450
690 $a 0646
690 $a 0325
710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertation Abstracts International $g 75-11A(E).
790 $a 0543
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3628658