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- Title
- WHAT TEACHERS WANT TO KNOW: A SYSTEMATIC REVIEW OF ACTION RESEARCH THESES RELATED TO K-8 MATHEMATICS AND SCIENCE.
- Creator
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Steele, Bridget, Hynes, Michael, University of Central Florida
- Abstract / Description
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The research conducted was a systemic review of 88 action research masters theses from a teacher enhancement program for K-8 mathematics and science at the University of Central Florida and the teachers that performed the studies. The purpose of this study is to synthesize existing research results of a collection of master's theses from a teacher enhancement program for K-8 mathematics and science teachers in order to arrive at meaningful conclusions regarding teachers' research...
Show moreThe research conducted was a systemic review of 88 action research masters theses from a teacher enhancement program for K-8 mathematics and science at the University of Central Florida and the teachers that performed the studies. The purpose of this study is to synthesize existing research results of a collection of master's theses from a teacher enhancement program for K-8 mathematics and science teachers in order to arrive at meaningful conclusions regarding teachers' research interests and classroom practices. Also, the study will help teacher educators who deliver the teacher enhancement program to improve the effectiveness of the program. A summary sheet was filled out for each thesis and teacher, and then entered into a spreadsheet that was later analyzed for reoccurring themes in the data. The results showed themes in topics of action research studies, questions in action research studies, and results of action research studies. There were no trends in characteristics of teachers performing the action research studies.
Show less - Date Issued
- 2006
- Identifier
- CFE0001199, ucf:46860
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001199
- Title
- Examination of an Online College Mathematics Course: Correlation between Learning Styles and Student Achievement.
- Creator
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Steele, Bridget, Dixon, Juli, Hynes, Michael, Haciomeroglu, Erhan, Hopp, Carolyn, Dziuban, Charles, University of Central Florida
- Abstract / Description
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The purpose of this study was to determine if there was a significant relationship between learning styles and student learning outcomes in an online college mathematics course. Specifically, the study was guided by two research questions focused on (a) the extent to which learning styles had a predictive relationship with student achievement in an online college mathematics course and (b) the extent to which various learning styles among mathematics students in online versus face-to-face...
Show moreThe purpose of this study was to determine if there was a significant relationship between learning styles and student learning outcomes in an online college mathematics course. Specifically, the study was guided by two research questions focused on (a) the extent to which learning styles had a predictive relationship with student achievement in an online college mathematics course and (b) the extent to which various learning styles among mathematics students in online versus face-to-face courses predicted mathematics achievement. The population for this study consisted of the 779 college mathematics and algebra (CMA) students who were enrolled in a private multimedia university located in the southeast. A total of 501 students were enrolled in the online class, i.e., the experimental group, and 278 students enrolled in the face-to-face class comprised the control group. All students completed (a) an initial assessment to control for current mathematics knowledge, (b) the online Grasha-Reichmann Student Learning Styles Scales (GRSLSS) Inventory, and (c) 20 questions selected from the NAEP Question Tool database. Hierarchical linear regressions were used to address both research questions. A series of ANCOVA tests were run to examine the presence of any relationships between a given demographic and course modality when describing differences between student test scores while controlling for prior academic performance. The results indicated that predominant learning style had no apparent influence on mathematics achievement. The results also indicated that predominant learning style had no apparent influence on mathematics achievement for online students. When examining demographics alone without respect to modality, there was no significance in course performance between students in various ethnicity, gender, or age groups.
Show less - Date Issued
- 2012
- Identifier
- CFE0004445, ucf:49320
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004445