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首页> 外文学位 >The effects of computerized instruction on the improvement and transfer of math skills for low-skilled and below-average-skilled sophomore students, considering student gender, ethnicity, and learning style preferences.
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The effects of computerized instruction on the improvement and transfer of math skills for low-skilled and below-average-skilled sophomore students, considering student gender, ethnicity, and learning style preferences.

机译：考虑到学生的性别，种族和学习风格偏好，计算机化教学对低技能和中级以下技能的大二学生数学技能的提高和转移的影响。

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摘要

Purpose. The purpose of this study was to determine whether low-/below-average-skilled high school sophomore students improved or declined in their math skills after one semester of computer-assisted instruction (CAI). Furthermore, of those who improved their math skills, whether they were able to transfer those skills to a noncomputer setting. Significant differences between Subject Groups, and between students whose math skills improved/declined within Subject Groups regarding student gender, ethnicity, and learning style preferences were examined.; Methodology. The research design was true experimental using a systematically random participant selection process. The Comprehensive Test of Basic Skills (CTBS) was the assessment instrument. Students learning style preferences were identified through the computerized version of the Learning Style Inventory (LSI-C) developed by Dunn, Dunn, and Price (1991).; An Analysis Of Variance (ANOVA) followed by an ANOVA With Repeated Measures to assess the change in mean scores over time were the statistical measures used.; Findings. (1) The "mobility" learning preference was not favored by those who improved whether working with a computer-assisted instruction (CAI) or a non-CAI educational setting. (2) Those students within the Control Group not preferring "mobility" to a significant extent out-performed those who did. (3) Students demonstrating a preference for "tactile" learning appeared only in the CBT Group who transferred their math skills to the Spring semester, 1992. (4) Like the Control Group, there was a significant difference in the Computer-Based Training/Audio-Interactive Touch Screen (CBT/AITS) Group's preference for "mobility." However, the Control Group students preferring "mobility" declined, whereas the CBT/AITS Group students improved.; Recommendations. (1) Add different forms of CAI to traditional math classes to determine how they affect skill acquisition and transfer. (2) Place students with learning style preferences favoring "mobility" and "tactile" learning in a CAT lab for one year to compare skill acquisition to students with the same preferences who are placed in a CAI lab for only one semester. (3) Emphasize applied mathematics by integrating the math curriculum into vocational education and related crafts.
机译：目的。这项研究的目的是确定在一个学期的计算机辅助教学（CAI）后，低/低于平均水平的高中二年级学生其数学技能是提高还是下降。此外，在那些提高了数学技能的人中，他们是否能够将这些技能转移到非计算机环境中。研究了各学科组之间以及数学技能在各学科组内提高/下降的学生之间在学生性别，种族和学习方式偏好方面的显着差异。方法。该研究设计是使用系统随机参与者选择过程的真实实验。评估工具是基本技能综合测试（CTBS）。通过Dunn，Dunn和Price（1991）开发的计算机版本的学习风格清单（LSI-C）来识别学生的学习风格偏好。使用方差分析（ANOVA），然后进行重复测量方差分析以评估平均得分随时间的变化，这是所使用的统计量度。发现。 （1）无论是在计算机辅助教学（CAI）还是在非CAI的教育环境下工作，那些改善了“流动性”学习偏好的人都不喜欢。 （2）在对照组中，那些不喜欢“机动性”的学生在很大程度上要比那些不喜欢“机动性”的学生好。 （3）表现出偏爱“触觉”学习的学生仅出现在将其数学技能转移到1992年春季学期的CBT组中。（4）像对照组一样，基于计算机的培训/音频交互式触摸屏（CBT / AITS）组对“移动性”的偏爱。但是，对照组的学生更喜欢“机动性”，但CBT / AITS组的学生有所提高。建议。 （1）在传统的数学课程中添加不同形式的CAI，以确定它们如何影响技能的获得和转移。 （2）将具有喜欢“移动性”和“触觉”学习方式的学习风格的学生放置在CAT实验室中一年，以将技能习得与同样偏好在CAI实验室中放置一个学期的学生进行比较。 （3）通过将数学课程整合到职业教育和相关工艺中来强调应用数学。

著录项

  • 作者

    Clarke, William Robert.;

  • 作者单位

    University of La Verne.;

  • 授予单位 University of La Verne.;
  • 学科 Education Administration.; Education Mathematics.; Education Educational Psychology.; Education Technology.
  • 学位 Ed.D.
  • 年度 1993
  • 页码 149 p.
  • 总页数 149
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育;教育心理学;
  • 关键词

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