Current Search: Achievement in Mathematics (x)
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- Title
- THE EFFECT OF TECHNOLOGY ACCEPTANCE ON POST SECONDARY AFRICAN- AMERICAN STUDENTS' ACHIEVEMENT IN MATHEMATICS:A PATH ANALYTIC INQUIRY.
- Creator
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Sen, Sulakshana, Sivo, Stephen, University of Central Florida
- Abstract / Description
-
The purpose of this research was to investigate the effect of technology acceptance on post secondary African American students' achievement in Mathematics. The study was conducted in a historically Black four-year college in Daytona Beach, Florida on students using the computer to enhance their mathematics performance in an introductory algebra mathematics course. By using Technology Acceptance Model (TAM) developed by F. Davis (1989), this study focused on variables such as perceived...
Show moreThe purpose of this research was to investigate the effect of technology acceptance on post secondary African American students' achievement in Mathematics. The study was conducted in a historically Black four-year college in Daytona Beach, Florida on students using the computer to enhance their mathematics performance in an introductory algebra mathematics course. By using Technology Acceptance Model (TAM) developed by F. Davis (1989), this study focused on variables such as perceived usefulness, perceived ease of use, computer self-efficacy, subjective norms, attitude and actual use of the computer to account the effect towards the achievement in the final exam which is an outcome variable. The data were collected over four different time periods during the fall semester of 2004 to find how these results changed over time. The study was conducted by using six instruments to measure perceived usefulness, perceived ease of use, computer self-efficacy, subjective norms, actual use of computer (frequency and duration), attitude and an additional demographic instrument. The data were analyzed by path analysis using multiple regressions (SPSS for windows) to find the contribution of each independent variable to the dependent variable that ultimately predicted the final outcome. Computer self-efficacy and subjective norms were determinants of perceived usefulness and perceived ease of use which in turn determined the attitude of students using computer for enhancing their math score in the final. The findings of path analysis indicated that the research did not support TAM. The results suggested that perceived usefulness is the most significant predictor of perceived ease of use. The duration of actual use of the computer in a single session contributed significantly towards their final score for achievement in mathematics. The students preferred a face-to-face instruction in mathematics by the instructor than interaction with a computer. Additional research endeavors should be devoted to the measurement of system use in different set up with different ethnic background to further analyze students' acceptance or rejection of technology towards their achievement in mathematics.
Show less - Date Issued
- 2005
- Identifier
- CFE0000572, ucf:46435
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000572
- Title
- EFFECTS OF A COMPUTER GAME ON MATHEMATICS ACHIEVEMENT AND CLASS MOTIVATION: AN EXPERIMENTAL STUDY.
- Creator
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kebritchi, Mansureh, Hirumi, Atsusi, University of Central Florida
- Abstract / Description
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In the last few years educational computer games have gained attention as a tool for facilitating learning in different sectors of society including but not limited to military, health, and education. However, advances in computer game technology continue to outpace research on its effectiveness. Few empirical studies have investigated the effects of educational games in the context of formal K-12 settings. The purpose of this study was to examine the effects of a series of mathematics...
Show moreIn the last few years educational computer games have gained attention as a tool for facilitating learning in different sectors of society including but not limited to military, health, and education. However, advances in computer game technology continue to outpace research on its effectiveness. Few empirical studies have investigated the effects of educational games in the context of formal K-12 settings. The purpose of this study was to examine the effects of a series of mathematics computer games on mathematics achievement and motivation of high school students. In addition, the role of prior mathematics knowledge, computer skill, and English language skill of the participants on their mathematics achievement and motivation when they played the games were investigated. A total of 193 students and 10 teachers from an urban high school in the southeast of the United States of the America participated in this study. The teachers were randomly assigned to treatment and control groups. Students' mathematics achievement was measured using school district benchmark exams and a game performance test generated by the developers of the mathematics games. A mathematics motivation questionnaire based on Keller's (1987a) ARCS model of motivational design measured students' mathematics motivation. Multivariate Analysis of Co-Variance (MANCOVA) was conducted to analyze the data. In addition, interviews were conducted to cross validate the results of the quantitative data. The MANCOVA results indicated significant improvement of the mathematics achievement of the experimental versus control group. No significant improvement was found in the motivation of the experimental versus control group. However, a significant improvement was found on the motivation scores of the students who played the games in their school lab and classrooms compared to the ones who played the games only in the school labs. In addition, the findings indicated that prior mathematics knowledge, computer skill and English language skill did not play significant roles in achievement and motivation of the experimental group. Teachers' interviews revealed that these individual differences had indeed played significant roles in game-playing at the beginning of using the games, but the impacts gradually diminished as the students gained the required game-playing skills. The overall results indicated that the mathematics games used in this study were effective teaching and learning tools to improve the mathematics skills of the students. Using the games in mathematics education was suggested by the teachers as an appropriate alternative way of teaching, as one of the teachers stated: "This is definitely the way that we have to go to teach mathematics in the future." Mathematics games should be integrated with classroom activities if teachers want to increase mathematics class motivation. Teachers' helps and supports are vital in using the games effectively in a population with different prior mathematics knowledge, computer skills, and English language skills.
Show less - Date Issued
- 2008
- Identifier
- CFE0002066, ucf:47577
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002066