Characteristics of students assigned to technology-based instruction.
Previous research has examined factors influencing teacher decisions to integrate technology using between-teacher designs. This study used a within-teacher design to compare students who were assigned multi-media learning objects for learning fractions with students taught by the same teachers who...
| Publicado en: | Journal of Computer Assisted Learning Vol. 25; no. 6; pp. 562 - 574 |
|---|---|
| Autores principales: | , , |
| Formato: | clinical trial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2009
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105274842&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105274842 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2009 vid: 25 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105274842 105274842 2010464755 10.1111/j.1365-2729.2009.00328.x 105274842 ppf: 562 ppct: 12 formats: tig: atl: Characteristics of students assigned to technology-based instruction. aug: au: Ross JA Sibbald T Bruce CD affil: tOISE/UT Trent Valley Centre, University of Toronto, Box 7190, 1994 Fisher Dr., Peterborough, ON K9J 7A1, Canada sug: subj: Computer-Assisted Instruction Mathematics Education Multimedia Utilization Achievement Tests Adolescence Canada Clinical Trials Comparative Studies Data Analysis Software Female Funding Source Human Logistic Regression Male Multivariate Analysis of Variance Outcomes of Education Questionnaires Schools, Middle Classification Self Concept Self-Efficacy Sex Factors Student Attitudes Students, Middle School Summated Rating Scaling Adolescent: 13-18 years Female Male ab: Previous research has examined factors influencing teacher decisions to integrate technology using between-teacher designs. This study used a within-teacher design to compare students who were assigned multi-media learning objects for learning fractions with students taught by the same teachers who were not assigned to the technology. There were two conditions: (1) teachers were asked to limit the number of assigned students to 25% of their class ( N = 375 grade 7-10 students) and (2) teachers could assign as many students as they wanted ( N = 149 grade 7 students). In the constrained decision setting, students assigned to the technology were more likely than students not assigned to score lower on a fractions achievement test, have dysfunctional attitudes towards mathematics learning, have low self-efficacy, exert low effort, and be male. In the unconstrained decision setting, 70% of students were assigned the technology and the only statistically significant predictor was prior achievement. Teachers' criteria were congruent with research identifying correlates of mathematics achievement and comfort with technology. pubtype: Academic Journal doctype: clinical trial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|