Comparison of Face-to-Face and Online Mathematics Learning of Sixth Graders

Autor/inn/en	Edwards, Clayton M.; Rule, Audrey C.; Boody, Robert M.
Titel	Comparison of Face-to-Face and Online Mathematics Learning of Sixth Graders
Quelle	In: Journal of Computers in Mathematics and Science Teaching, 32 (2013) 1, S.25-47 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9258
Schlagwörter	Quasiexperimental Design; Laptop Computers; Web Based Instruction; Electronic Learning; Mathematics Education; Mathematical Concepts; Scores; Middle School Students; Grade 6; Rural Schools; White Students; Conventional Instruction; Educational Technology; Mathematics Instruction; Mathematics Achievement; Instructional Effectiveness; Comparative Analysis; Statistical Analysis; Pretests Posttests; Achievement Gains; Iowa + Suchen Sie Ihr Suchwort? Laptop computer; Laptop; Computer; Digitalrechner; Web Based Training; Mathematische Bildung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Unterrichtsmedien; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterrichtserfolg; Statistische Analyse; Achievement gain; Leistungssteigerung
Abstract	Online education is increasing in popularity at the college and high school levels with several studies showing the comparability of e-learning and more traditional methods. Middle school students' ability to function well with this mode of instruction has not been established in the literature, although the circumstances of Generation Z growing up with technology suggest potential success. This counterbalanced, repeated measures study provides empirical evidence of the academic efficacy of online instruction for middle school students learning mathematical concepts. Forty-six Caucasian sixth graders (24m, 22f) in two mixed-ability classes participated in the quasi-experimental study in which they switched between online laptop learning in a supervised classroom with electronic communication only and traditional face-to-face learning for ten different mathematics topics. Academic performance was evaluated by pretests-posttests. All classes were taught by the same instructor with the same/similar practice problems, exercises, assignments, and manipulatives adapted for the environment. Gain scores (except for perimeter) and posttest scores showed no statistically significant differences between the two conditions; TOST (two one-sided t-tests) calculations indicated that gain score and posttest performance was equivalent for the two conditions, showing that middle school students can indeed learn online. Additional studies with more participants or greater diversity are needed. (Contains 3 tables.) (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10