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首页> 外文学位 >Effect of Interactive Digital Homework with an iBook on Sixth Grade Students' Mathematics Achievement and Attitudes when Learning Fractions, Decimals, and Percents.
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Effect of Interactive Digital Homework with an iBook on Sixth Grade Students' Mathematics Achievement and Attitudes when Learning Fractions, Decimals, and Percents.

机译：使用iBook进行交互式数字家庭作业对六年级学生在学习分数，小数和百分数时的数学成绩和态度的影响。

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摘要

Over the past decade, technology has become a prominent feature in our lives. Technology has not only been integrated into our lives, but into the classroom as well. Teachers have been provided with a tremendous amount of technology related tools to educate their students. However, many of these technologically enhanced tools have little to no research supporting their claims to enhance learning.;This study focuses on one aspect of technology, the iBook, to complete homework relating to fractions, decimals, and percents in a sixth grade classroom. An iBook is a digital textbook that allows the user to interact with the book through various features. Some of these features include galleries, videos, review quizzes, and links to websites. These interactive features have the potential to enhance comprehension through interactivity and increased motivation.;Prior to this study, two pilot iterations were conducted. During each pilot study, students in two sixth grade classrooms used the iBook to supplement learning of fractions, decimals, and percents. A comparison group was not included during either iteration, as the goal was to fine-tune the study prior to implementation. The current study was the third iteration, which included a comparison and treatment group. During this study, three research questions were considered: 1) When learning fractions, decimals, and percents, in what ways, if any, do students achieve differently on a unit test when using an interactive iBook for homework as compared to students who have access to the same homework questions in an online static PDF format? 2) What are students' perceptions of completing homework regarding fractions, decimals, and percents with an interactive iBook compared to students who complete homework in an online static PDF format? 3) In what ways does students' achievement on homework differ when completing homework related to fractions, decimals, and percents from an interactive iBook and a static PDF online assignment?;Thirty students from a small charter school in southeast Florida participated in the third iteration of this study. Fifteen students were in the comparison group and fifteen were in the treatment group. Students in both groups received comparable classroom instruction, which was determined through audio recordings and similar lesson plans. Treatment group students were provided with a copy of the iBook for homework. Comparison group students were provided with a set of questions identical to the iBook questions in a static digital PDF format. The comparison group students also had access to the textbook, but not the iBook nor the additional resources available within the iBook.;The study took place over three weeks. At the commencement of the study, all students were given a pretest to determine their prior knowledge of fractions, decimals, and percents. Students were also asked to respond to questions regarding typical homework duration, level of difficulty, overall experience, and additional resources used for support. During the study, both classes received comparable instruction, which included mini lessons, manipulative based activities, mini quizzes, and group activities. Nightly homework was assigned to each group. At the conclusion of the study, both groups were given a posttest, which was identical to the pretest. Students were asked identical questions about their homework perceptions as prior to the study, but were asked to respond in regards to the study alone. All participating students completed a questionnaire to describe their perceptions of completing homework regarding fractions, decimals, and percents with an iBook as opposed to static digital PDF homework. Lastly, six students from the comparison group participated in a focus group and six students from the treatment group participated in a separate focus group.;Data were collected from the pretest and posttest, pre and post homework responses, collected homework, mini quizzes, audio recordings, teacher journal, questionnaires, and the focus group. No difference in achievement was found between the two groups. However, both groups improved significantly from the pretest to posttest. Based on the questionnaires and focus groups, both groups of students felt they learned fractions, decimals, and percents effectively. However, the questionnaire data showed the treatment group found the iBook more convenient than the comparison group did the textbook.;Data from this study provide a baseline for future studies regarding iBooks in middle school mathematics. Although the data show no difference in achievement between the two groups, further studies should be conducted in regards to the iBook. Questionnaire and focus group data suggest, with modifications, students may be more inclined to use the resources within the iBook, which may enhance achievement with fractions, decimals, and percents.
机译：在过去的十年中，技术已成为我们生活中的重要特征。技术不仅已经融入我们的生活，而且也融入了教室。已经为教师提供了大量与技术相关的工具，以教育学生。但是，许多这些技术增强的工具几乎没有研究支持它们声称可以增强学习。本研究集中于技术的一个方面，即iBook，用于完成六年级课堂中与分数，小数和百分数有关的作业。 iBook是一种数字教科书，允许用户通过各种功能与该书进行交互。其中一些功能包括画廊，视频，复习测验以及网站链接。这些交互功能具有通过交互和增加动力来增强理解的潜力。在此研究之前，进行了两次试点迭代。在每次实验研究期间，两个六年级教室的学生都使用iBook来补充分数，小数和百分数的学习。在任何一次迭代中均不包括比较组，因为目标是在实施之前对研究进行微调。当前的研究是第三次迭代，其中包括一个比较和治疗组。在此研究中，考虑了三个研究问题：1）当学习分数，小数和百分数时，与使用Access的学生相比，使用交互式iBook进行家庭作业时，学生在单元测试中（如果有）以何种方式取得不同的成绩在线静态PDF格式的相同作业问题？ 2）与以在线静态PDF格式完成作业的学生相比，学生对使用交互式iBook完成分数，小数和百分比的作业有何看法？ 3）通过互动iBook和静态PDF在线作业完成与分数，小数和百分数相关的家庭作业时，学生在家庭作业方面的成绩有何不同？；佛罗里达东南一所小型特许学校的30名学生参加了第三次迭代这项研究。比较组有15名学生，治疗组有15名学生。两组学生都获得了可比的课堂教学，这是通过录音和类似的课程计划确定的。为治疗组的学生提供了一份iBook作业本。比较组学生以静态数字PDF格式提供了一组与iBook问题相同的问题。对照组的学生也可以使用教科书，但不能使用iBook或iBook中可用的其他资源。研究进行了三周。在研究开始时，对所有学生进行了预测，以确定他们对分数，小数和百分数的先验知识。还要求学生回答有关典型作业时间，难度水平，总体经验以及用于支持的其他资源的问题。在研究过程中，两个班级均接受了类似的指导，包括迷你课程，基于操作的活动，迷你测验和小组活动。每晚将作业分配给每个小组。研究结束时，两组均进行了后测，与前测相同。在研究之前，向学生询问有关家庭作业观念的相同问题，但被要求仅对研究做出回答。所有参与调查的学生都填写了一份问卷，以描述他们对使用iBook而非静态数字PDF作业完成分数，小数和百分数的作业的看法。最后，来自比较组的六名学生参加了一个焦点小组，来自治疗组的六名学生参加了一个单独的焦点小组。;数据来自于测试前和测试后，作业前后的反应，收集的作业，小测验，音频录音，教师日记，问卷和焦点小组。两组之间在成就上没有差异。但是，从测试前到测试后，两组均显着改善。根据问卷调查表和焦点小组，两组学生都认为他们有效地学习了分数，小数和百分比。但是，调查问卷数据显示，治疗组发现iBook比对照组的教科书更方便。；本研究的数据为以后有关中学数学中iBooks的研究提供了基线。尽管数据显示两组之间在成就上没有差异，但是应该对iBook进行进一步的研究。问卷调查和焦点小组数据表明，经过修改，学生可能会更倾向于使用iBook中的资源，这可能会提高分数，小数和百分比。

著录项

  • 作者

    Zakrzewski, Jennifer.;

  • 作者单位

    University of South Florida.;

  • 授予单位 University of South Florida.;
  • 学科 Education Technology of.;Education Mathematics.;Education Middle School.
  • 学位 Ph.D.
  • 年度 2015
  • 页码 251 p.
  • 总页数 251
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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