4,458 research outputs found

    Trends in Turkish Science Education

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    The aim of the study is to determine the trends in Turkish Science Education on the basis of both master and doctoral theses involved. The researchers reviewed the online databases of the Higher Education Council and Proquest as well as the web page of graduate school of each university in Turkey which presents thesis archieve and investigated 444 graduate theses abstracts/fulltexts in regard to their created matrix (Year, Research Interest, Research Methodology and Sample). The document analysis has pointed out that in terms of research interest two general trends are apparent in Turkish science education research: (1) introducing science education between 1990 and 2000 (2) keeping up with new perspectives in the line of international trends. Also, in view of research methodology although interpretive research methodology has also been preffered since 1997, descriptive research design has still dominated in this context. Some suggestions were made for future research

    Improving Math Fact Fluency in Students

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    Developing a solid math foundation is crucial for all students to ensure success. One of the foundational skills that students need to develop is the ability to find, recall and answer basic math facts accurately and effortlessly. Research has shown that students need to master their basic math facts to be successful in their math progression. Tier 2 interventions, educational math games, and computer-based math games were used to instruct, provide practice, and supplement core math instruction. The purpose of this school improvement project is to increase the proficiency scores of students with their basic math fact fluency. This school improvement plan will outline actions toward implementing Tier 2 instruction with students and classroom practice using educational and computer-based math games

    The effects of an integrated computer program on math and reading improvement in grades three through five

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    This study was an investigation of the effects of using an integrated computer program on the improvement of math and reading scores of students in grades three)through five. The program used was Success Maker from Computer CurriculumCorporation. Students were randomly assigned to one of two groups in each classroom;there were two classrooms at grade three, three at grade four, and two at grade five.Before students began using the computers, pretests in both reading and math were administered to them; assessments from S.T.A.R. reading and math were utilized for both pretests and posttests. Following the pretest, students in Group 1 used computers each day (each session ≅ 15 minutes) to supplement their reading and math instruction;Group 2 did not use computers for math or reading instruction during this time. At the end of five weeks, students were again given tests. Gains were determined using the scaled scores from the test results. Then Group 2 used the computer program whileGroup 1 did not. Following this five-week session, tests were again given to the students.During each session, both groups continued to do all non-computer class work and were exposed to the same curricular instruction from the teachers in their respective rooms.This cycle was repeated one more time, so each group used the computers for two alternating cycles and did not use them for two sessions.Scaled score gains were obtained for each grade for all sessions; in addition,grades were combined and overall reading and math gains were determined. T-tests were conducted for each subgroup for each five-week cycle. Distribution of scores was examined and boxplots were constructed in order to determine abnormal gain scores.Outliers were deleted from the data and t-tests were again performed.For most sessions, there were no statistically significant gains found favoring either group; there was only one instance in which statistically significant gains were realized with the use of the computer software. However, when gain scores were examined using charts to explore progress, there were some trends toward improvement that suggested that the computer use may have enhanced the instruction, especially in reading. Theresearcher concluded that there might be practical significance realized in the use of the computer, especially when one considers that students want to use the technology, andthat evidence that there could possibly be significant results obtained with longer,sustained use of the software

    2020-2021 Graduate Catalog

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    2020-2021 Graduate catalog for Morehead State University

    The relationship of cognitive learning styles, mathematics attitude, and achievement in a problem posing classroom

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    This study investigated relationships of cognitive learning styles, mathematics attitude, and mathematics achievement for students instructed with problem posing activities. It was conducted with pre-algebra students at Walters State Community College in Morristown, Tennessee. For one semester, three control classes (45 students) were taught in a traditional manner; and three treatment classes (46 students) were taught in a traditional manner plus one-third of the class time devoted to problem posing activities. Hypothesis one claimed there would be no significant difference in the mathematics achievement of control versus treatment students based on learning style and initial mathematics attitude. Hypothesis two claimed there would be no significant difference in attitude change during the study for students in the control versus treatment groups. Pre-tests and post-tests of mathematics achievement, using the final examination of the course, and mathematics attitudes, using Fennema-Sherman Mathematics Attitudes Scales, were given. Teaming styles were evaluated with Kolb\u27s Learning- Style Inventory (LSI-IIa). Due to the low number of converger learners, students were grouped for analyses in two ways: 1) concrete experience versus abstract conceptualization learners and 2) reflective observational versus active experimentation learners. Achievement gain, for hypothesis one, was analyzed by ANOVA with factors of teaming style and treatment group membership; pre-attitude was tested as a covariate. Abstract conceptualization learners in the treatment group showed a significantly lower achievement gain than did abstract learners in the control group. No significant difference in achievement gain was seen between concrete learners in control and treatment groups. Mathematics pre-attitudes of students showed no significant effect on mathematics achievement gain. Analysis of students as reflective observational versus active experimentation learners showed no interactions. Changes in mathematics attitudes were analyzed by repeated measures ANOVA with factors of learning style and treatment group membership; attitude tests were repeated over time. For attitude domains of anxiety and confidence in doing mathematics, abstract learners in the treatment group showed significantly lower attitude improvements than abstract learners in the control group. Abstract learners in general found mathematics more useful than did concrete learners

    2018-2019

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    Contains information on courses and class descriptions as well as campus resources at Collin College.https://digitalcommons.collin.edu/catalogs/1030/thumbnail.jp

    2011-2012

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    Contains information on courses and class descriptions as well as campus resources at Collin College.https://digitalcommons.collin.edu/catalogs/1023/thumbnail.jp

    2022-2023 Graduate Catalog

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    2021-2022 graduate catalog for Morehead State University

    2017-2018 Graduate Catalog

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    2017-2018 Graduate catalog for Morehead State University
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