An Evaluation of a Computer-Assisted, Remedial Algebra Curriculum on Attitudes and Performance of Ninth Grade English Learners

Autor/in	Voloshin, Dmitriy
Titel	An Evaluation of a Computer-Assisted, Remedial Algebra Curriculum on Attitudes and Performance of Ninth Grade English Learners
Quelle	(2009), (116 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of California, Santa Cruz
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1092-9165-0
Schlagwörter	Hochschulschrift; Dissertation; Economically Disadvantaged; Second Language Learning; Grade 9; Algebra; Conventional Instruction; Mathematics Instruction; Computer Assisted Instruction; Limited English Speaking; English (Second Language); Student Attitudes; Benchmarking; Mathematics Achievement; Rating Scales; Mathematics Curriculum; Secondary School Curriculum; Secondary School Students; Remedial Mathematics; Instructional Effectiveness; Fennema Sherman Mathematics Attitudes Scales + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Zweitsprachenerwerb; School year 09; 9. Schuljahr; Schuljahr 09; Mathematics lessons; Mathematikunterricht; Computer based training; Computerunterstützter Unterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Schülerverhalten; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Rating-Skala; Sekundarschüler; Unterrichtserfolg
Abstract	This study investigates the effects of Cognitive Tutor Bridge to Algebra (CTBA), a computer-assisted, remedial Algebra I curriculum, on mathematics performance and mathematics attitudes of ninth-grade students (n = 177) including English Learners (n = 78) and Economically Disadvantaged students (n = 93). A total of 95 students participated in CTBA and 82 received traditional instruction. Benchmark examinations, school district created tests based on the released California Standards Test's Algebra I questions, were used to monitor mathematics performance. The Fennema-Sherman Math Attitudes Scales were administered to evaluate changes in participants' attitudes. No statistically significant changes in mathematics performance or mathematics attitudes due to participation in CTBA were identified for English Learners and Economically Disadvantaged students. The findings suggest the need for further evaluation spanning two years at multiple sites. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10