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

Linked to FindBook

Google Book

Amazon

博客來

A Dual Mediation Model to Describe the Effects of Digital Practice with Feedback.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Dual Mediation Model to Describe the Effects of Digital Practice with Feedback./
Author:	Goldman, Zachary P.
Description:	1 online resource (468 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-03, Section: A.
Contained By:	Dissertations Abstracts International84-03A.
Subject:	Curriculum development. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29323235click for full text (PQDT)
ISBN:	9798841741695

A Dual Mediation Model to Describe the Effects of Digital Practice with Feedback.
Goldman, Zachary P.

A Dual Mediation Model to Describe the Effects of Digital Practice with Feedback. - 1 online resource (468 pages)

Source: Dissertations Abstracts International, Volume: 84-03, Section: A.

Thesis (Ed.D.)--The George Washington University, 2022.

Includes bibliographical references

This research focuses on a dual mediation model designed to describe the learning process of sixth grade students practicing mathematics to improve Mathematics Operation Proficiency while experiencing different forms of feedback. The variables of interest in this study are the predictor variable feedback type, the mediating variables of Affective and Cognitive Engagement and the outcome variable of Mathematics Operations Proficiency. Mathematics Operations Proficiency was measured via standardized gain scores derived from Mathematics Pre-tests and Posttests. Cognitive Load Theory, Cognitive Information Processing Theory, Engagement Theory, and a model of the effects of feedback were used to develop the dual mediation model used in this research. The results suggest that feedback type significantly affects neither Mathematics Operations Proficiency nor Cognitive Engagement. Furthermore, the model specified does not fit the data, according to the following measures of model fit: ϗ2 test of goodness of fit, the SRMR, the RMSEA, and the PNFI. Factors such as measurement quality, sample size, Common Core Mathematics Standards selected by teacher, the level of cognitive complexity of the items used, the amount time spent preparing for practice, the types of activities spent preparing for the practice, the implementation of the research, and the effects of the COVID19 pandemic on society as a whole and the recruited subjects in particular are all worth consideration in the interpretation of the lack of fit of the model and data collected.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798841741695Subjects--Topical Terms:

684418
Curriculum development.
Subjects--Index Terms:

Digital practiceIndex Terms--Genre/Form:

542853
Electronic books.

A Dual Mediation Model to Describe the Effects of Digital Practice with Feedback.
LDR:02909nmm a2200385K 4500 001 2357585
005 20230725053522.5
006 m o d
007 cr mn ---uuuuu
008 241011s2022 xx obm 000 0 eng d
020 $a 9798841741695
035 $a (MiAaPQ)AAI29323235
035 $a AAI29323235
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Goldman, Zachary P. $3 3698119
245 1 2 $a A Dual Mediation Model to Describe the Effects of Digital Practice with Feedback.
264 0 $c 2022
300 $a 1 online resource (468 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-03, Section: A.
500 $a Advisor: Pyke, Curtis.
502 $a Thesis (Ed.D.)--The George Washington University, 2022.
504 $a Includes bibliographical references
520 $a This research focuses on a dual mediation model designed to describe the learning process of sixth grade students practicing mathematics to improve Mathematics Operation Proficiency while experiencing different forms of feedback. The variables of interest in this study are the predictor variable feedback type, the mediating variables of Affective and Cognitive Engagement and the outcome variable of Mathematics Operations Proficiency. Mathematics Operations Proficiency was measured via standardized gain scores derived from Mathematics Pre-tests and Posttests. Cognitive Load Theory, Cognitive Information Processing Theory, Engagement Theory, and a model of the effects of feedback were used to develop the dual mediation model used in this research. The results suggest that feedback type significantly affects neither Mathematics Operations Proficiency nor Cognitive Engagement. Furthermore, the model specified does not fit the data, according to the following measures of model fit: ϗ2 test of goodness of fit, the SRMR, the RMSEA, and the PNFI. Factors such as measurement quality, sample size, Common Core Mathematics Standards selected by teacher, the level of cognitive complexity of the items used, the amount time spent preparing for practice, the types of activities spent preparing for the practice, the implementation of the research, and the effects of the COVID19 pandemic on society as a whole and the recruited subjects in particular are all worth consideration in the interpretation of the lack of fit of the model and data collected.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Curriculum development. $3 684418
650 4 $a Educational evaluation. $3 526425
650 4 $a Mathematics education. $3 641129
650 4 $a Middle school education. $3 969762
653 $a Digital practice
653 $a Feedback
653 $a Mathematics operation proficiency
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0727
690 $a 0443
690 $a 0280
690 $a 0450
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a The George Washington University. $b Curriculum & Instruction. $3 1023216
773 0 $t Dissertations Abstracts International $g 84-03A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29323235 $z click for full text (PQDT)