Effects of Representational Movement on Short and Long-Term Ability of Rural Tenth-Grade Students to Solve Chemical Equations

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Autor/in	Gielniak, Michael G.
Titel	Effects of Representational Movement on Short and Long-Term Ability of Rural Tenth-Grade Students to Solve Chemical Equations
Quelle	(2009), (102 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Oakland University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1092-7824-8
Schlagwörter	Hochschulschrift; Dissertation; Control Groups; Experimental Groups; Pretests Posttests; Equations (Mathematics); Grade 10; Teaching Methods; Comparative Analysis; Chemistry; Science Instruction; Secondary School Science; High School Students; Rural Schools; Recall (Psychology); Long Term Memory; Problem Solving; Gender Differences; School Districts; Scores; Secondary School Mathematics + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Equations; Mathematics; Gleichungslehre; Teaching method; Lehrmethode; Unterrichtsmethode; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Abberufung; Langzeitgedächtnis; Problemlösen; Geschlechterkonflikt; School district; Schulbezirk
Abstract	This study examines the effects of representational movement on long-term retention and recollection of academic content. The researcher hypothesized that students who used representational movement to elaborate on their understanding of chemical equations would demonstrate improved long-term ability to solve chemical equations. The study attempted to answer three questions. First, were there differences between the treatment and control group by gender, district and pretest score? Second, were there short and long-term differences, or change over time in the outcomes of the treatment and control group? The third question investigated whether there were short and long-term differences, or change over time when taking into account the covariates of gender, district, and pretest score. The study followed an experimental design, with all 51 10th grade students in a rural math and science academy being randomly assigned. A quantitative methodology utilizing t-tests, 1-way, 2-way, and 3-way ANOVA were the primary sources for determining differences between the treatment and control group and in their short and long-term outcomes. Change in outcomes over time was tested using a repeated measures analysis. An analysis of the data revealed a significant difference in the short and long-term outcomes for the treatment and control group, as well as a significant difference in change over time. The immediate post quiz difference was 1.25 standard deviations. Although the results of the eight month quiz revealed a decline, the treatment group showed significantly less decline (f = 14.7, p less than 0.001). The control group experienced a 0.96 standard deviation decline in performance, while the treatment group only experienced a 0.37 standard deviation decline. Although the study's treatment appears to have been significant, the study has raised several questions relating to instructional pedagogy. The role of representational movement in all content areas, the role of representational movement at all grade levels, and the effects of novelty on the learning process are all important areas for further investigation. In addition to these areas of study, it is essential to expand the scope of this study before any conclusions can be drawn about the effectiveness of integrating representational movement into instruction. [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