Literaturnachweis - Detailanzeige
| Autor/in | Hanley, David |
|---|---|
| Titel | A Comparison of Achievement between the One-to-One and Traditional Classrooms |
| Quelle | (2018), (105 Seiten)
PDF als Volltext Ed.D. Dissertation, Trevecca Nazarene University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-0-4381-2182-9 |
| Schlagwörter | Hochschulschrift; Dissertation; Academic Achievement; Comparative Analysis; Teacher Attitudes; Achievement Gains; Pretests Posttests; Instructional Design; Educational Technology; Teaching Methods; Correlation; Conventional Instruction; Computer Assisted Instruction |
| Abstract | The central purpose of this quasi-experimental cohort study was to investigate pedagogical methods of academic delivery with and without the use of a technology component to determine if a correlation existed in student achievement gains. Qualitative data included a focus group interview with one-to-one teacher participants. Pretest and posttest quantitative data indicated a significant difference in student achievement when one-to-one technology was used for instructional purposes. Findings of this research will provide information to future school and district administrators who are considering the one-to-one initiative, assist classroom teachers with computer-based instructional design, and contribute to literature on instructional technology and student achievement. [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). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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