Cognitive Styles, Computerized Treatments on Mathematics Achievement and Reaction to Treatments

1988 ◽  
Vol 4 (3) ◽  
pp. 253-264 ◽  
Author(s):  
Casilda Canino ◽  
Terry Cicchelli
Keyword(s):  
Mathematics Achievement ◽  
Cognitive Style ◽  
Analysis Of Covariance ◽  
Learning Criterion ◽  
Mathematics Scores ◽  
Mathematics Ability ◽  
Significant Difference ◽  
Extreme Groups ◽  
Computerized Treatment ◽  
N 93

This Aptitude Treatment Interaction (ATI) study used the cognitive style dimension, field dependent-independent, matched to computerized algorithmic and discovery treatments, respectively, for mathematics achievement in number series using an 80 percent mastery learning criterion and student attitude to computerized treatment. Extreme groups ( n = 93) resulting in fifty-one and forty-two students in algorithmic and discovery methods, respectively, completed at their own pace, twenty software lessons for thirty minutes for twenty-four days. Posttest mathematics scores and student responses to the computer were analyzed by multiple regression analysis at the .05 level. Analysis of covariance using regression procedures for mathematics ability as the covariate was used to adjust the achievement scores for differences in mathematics ability. A significant difference was found for the cognitive style variable and reaction to the computerized treatment.

Ability Grouping, Mathematics Achievement, and Pupil Attitudes toward Mathematics

1980 ◽  
Vol 11 (1) ◽  
pp. 22-28
Author(s):  
Anne Brassell ◽  
Susan Petry ◽  
Douglas M. Brooks
Keyword(s):  
Mathematics Achievement ◽  
Self Concept ◽  
Mathematics Students ◽  
Mathematics Scores ◽  
Mathematics Attitude ◽  
Mathematics Ability ◽  
Attitude Inventory ◽  
Ability Groups ◽  
Scale Scores ◽  
And Mathematics

Relationships between mathematics attitude and mathematics ability were investigated using six scale scores from Sandman's Mathematics Attitude Inventory and four mathematics scores from the California Test of Basic Skills. The instruments were administered to 714 seventh-grade mathematics students in classes grouped by ability level. Results showed significant differences in mathematics attitude and mathematics ability among the class levels and the teacher-determined ability groups. The mathematics-attitude scales for self-concept and anxiety proved to be the best correlates of mathematics achievement. Attitude data suggest that pupils placed in average-ability groups have self-concept and anxiety difficulties equal to or greater than pupils in low-ability groups.

scholarly journals Creative Game Approach and Academic Achievements in the Teaching of SS1 Geometry in Port Harcourt Local Government Area

2019 ◽  
pp. 1-7
Author(s):  
Ejiofor-Chima Ngozi Ann ◽  
Nwakodo Ogechi Blessing
Keyword(s):  
Academic Achievement ◽  
Local Government ◽  
Local Government Area ◽  
Analysis Of Covariance ◽  
Mathematics Ability ◽  
Port Harcourt ◽  
Significant Difference ◽  
Research Questions ◽  
Measurement And Evaluation ◽  
Level Of Significance

This study examines the effect of Creative Game Approach on Academic Achievement in the teaching of SS1 Geometry in Port Harcourt Local Government Area of River state. A sample size of 160 SS1 students was used for the study. Three research questions were asked while three hypotheses were formulated and tested. Geometry Achievement Test (GAT), a 40-item instrument was developed by the researcher. The instrument was validated by experts in Mathematics education, and measurement and evaluation department of University of Port Harcourt, while the reliability was established using test-retest and co-efficient index of 0.86 was determined using Pearson product moment correlation. Mean and Standard deviation was used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses formulated at 0.05 level of significance. The result revealed a significant difference in the achievement mean scores of students taught geometry using creative game approach and those taught using conventional method. It equally showed a significant difference in the Mathematics ability of students taught using creative game approach, also showed no significant difference in the achievement mean scores of male and female students. Based on the findings, it was recommended among others that Mathematics teachers be effectively trained to use different educational creative activities, like games and so on when teaching Mathematics concepts for problem-solving, communication, reasoning and connection skills which are necessary for the attainment of better academic achievement in the subject.

scholarly journals BALANCING GENDER ACHIEVEMENT AND KNOWLEDGE RETENTION IN MATHEMATICS USING COMPUTER ANIMATION INSTRUCTIONAL PACKAGE (CAIP)

2021 ◽  
pp. 58-69
Author(s):  
lhechukwu Nwoke ◽  
Okorie Chidi ◽  
B.U.N Chile-Agada
Keyword(s):  
Mathematics Achievement ◽  
Secondary Schools ◽  
Computer Animation ◽  
Knowledge Retention ◽  
Gender Disparity ◽  
Analysis Of Covariance ◽  
Achievement Scores ◽  
Significant Difference ◽  
Instructional Package ◽  
Gender Achievement

The study was carried out to investigate the effectiveness of Computer Animation Instructional Package on balancing gender achievement and knowledge retention in mathematics in secondary schools. The study was a quasi-experimental type adopting the pre-test, posttest non-equivalent control design type. The population of the study comprised of all senior secondary 1(SS1) students of Government owned secondary schools in Owerri North Local Government Area of Imo State. The sample for the study was 225 students from two purposively selected secondary schools consisting of 127 females and 98 males. The instrument for data collection was a researcher made 30-item objective test questions titled “Mathematics achievement Test (MAT)”. It had reliability coefficient of 0.91 determined using Kuder-Richardson (KR21.). The experiment group was taught Surface area and volume of solids using Computer Animation Instructional Package (CAIP) while, the control group was taught the same concept using traditional approach. The data generated was analyzed using mean and standard deviation to answer research questions while the hypotheses were tested at 0.05 level of significance using Analysis of Covariance (ANCOVA). The result of the study revealed that Computer Animation Instructional Package (CAIP) reduced gender disparity associated with mathematics achievement as there was no significant difference between the mean achievement scores of male and female students taught mathematics using Computer Animation Instructional Package (CAIP). Also there was no significant difference between the posttest and delayed posttest mean achievement scores of students taught mathematics using Computer Animation Instructional Package(CAIP). Based on the result it was recommended that, Mathematics teachers should use Computer Animation Instructional Package (CAIP) to teach mathematics as to reduce gender disparity in mathematics achievement and enhance knowledge retention in secondary schools.

Investigating the Impact of Using Manipulatives on Grade 5 Jamaican Students’ Mathematics Achievement: An Action Research

2021 ◽  
Vol 42 (1&2) ◽  
pp. 1-39
Author(s):  
Trecia Watt-Douglas ◽  
Lois George
Keyword(s):  
Action Research ◽  
Mathematics Achievement ◽  
Test Performance ◽  
Mathematics Scores ◽  
Grade 5 ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact ◽  
Experimental Group

This research investigated the impact of using manipulatives on 56 Grade 5 students’ (27 male, 29 female; age 10-11 years) mathematics achievement. A quasi experimental, action research design was utilized in which the experimental group was taught selected topics from the Number strand using manipulatives during a 3-week intervention, while the control group’s instruction did not include the use of manipulatives. Data were collected using a pre- and post-test and analysed using descriptive statistics and a Mann-Whitney U test. This analysis revealed that there was a statistically significant difference in the post-test performance of the two groups in favour of the experimental group. The effect size (r = .3) for this data was moderate. A significant difference was also found between the boys’ and girls’ post-test mathematics scores in the experimental group, with the girls outperforming the boys. A key implication of these findings is that since manipulatives were effective in significantly improving student achievement, its use could be extended and investigated further for other grade levels and mathematical topics. Strategies could also be adopted to address the disparity in performance based on gender in the sample.

Adaptors and Innovators: Selection versus Induction

1991 ◽  
Vol 68 (3_suppl) ◽  
pp. 1283-1290 ◽  
Author(s):  
P. A. Holland ◽  
I. Bowskill ◽  
A. Bailey
Keyword(s):  
Cognitive Style ◽  
Past Research ◽  
Significant Shift ◽  
Occupational Groups ◽  
Significant Difference ◽  
The Mean ◽  
New Entrants ◽  
Innovative Cognitive Style ◽  
Over Time ◽  
Established Group

The hypothesis that predictable differences would exist between the mean cognitive style of new entrants and those of the longer serving “established” employees in certain departments while not in others was tested. Data from 99 employees from four departments of a large British pharmaceuticals company who completed the Kirton Adaption-Innovation Inventory provided results broadly in line with the expectations of adaption-innovation theory and past research. The mean innovative cognitive style of new entrants to adaptive departments regressed towards the mean of the establishment and the occupational mean over time. In departments where there was no initial significant difference between the mean cognitive style of the new entrants and the established group, no significant shift was shown over time. Implications of these findings are suggested. The data also indicated norms for two occupational groups where previously they did not exist.

scholarly journals The Influence of Race and Gender on Staff-Resident Interactions in Nursing Homes

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 185-185
Author(s):  
Rachel McPherson ◽  
Barbara Resnick ◽  
Elizabeth Galik
Keyword(s):  
Racial Differences ◽  
Long Term Care ◽  
Analysis Of Covariance ◽  
Positive Interactions ◽  
Term Care ◽  
Race And Gender ◽  
Significant Difference ◽  
And Gender

Abstract Communication and interactions are an integral part of care in long-term care settings. Resident variables, such as race and gender, shape communication and interaction between staff and residents. The Quality of Interactions Schedule (QuIS) was developed to measure the quality of verbal and nonverbal interactions among nursing staff and older adults initially for those in acute care and later used as well in a variety of long term care settings. A quantified measurement of the quality of interactions between residents and staff was created to quantify the QuIS. The purpose of this study was to describe the gender and racial differences in scored quality of interactions. Data for the present study was based on baseline data from the Evidence Integration Triangle for Behavioral and Psychological Symptoms of Dementia (EIT-4-BPSD) implementation study. A total of 535 residents from 55 settings were included in the analyses. An analysis of covariance was conducted to determine a difference in QuIS scores between males and females while controlling for age. The second model tested for differences in QuIS scores between blacks and whites while controlling for age and gender. There was not a statistically significant difference in QuIS scores between male and female residents. There was a significant difference in QuIS scores between those who were black versus white, such that those who were black received more positive interactions from staff than those who were white. Future work should focus on a deeper examination of resident factors and staff factors that may influence these interactions.

Diagnostic Efficiency of the Trail Making Test as a Function of Cut-off Score, Diagnosis, and Age

1978 ◽  
Vol 47 (1) ◽  
pp. 191-195 ◽  
Author(s):  
Norman G. Gordon
Keyword(s):  
Analysis Of Covariance ◽  
Veterans Administration ◽  
Trail Making Test ◽  
Diagnostic Efficiency ◽  
Male Veterans ◽  
Significant Difference ◽  
Trail Making ◽  
Administration Hospital ◽  
Cutoff Scores ◽  
The Brain

This study is a reinvestigation of the effectiveness of the Trail Making Test in discriminating between brain-damaged ( n = 51) and pseudoneurologic ( n = 72) subjects. All subjects were hospitalized male veterans at the Allen Park Veterans Administration Hospital. An analysis of covariance showed that the pseudoneurologic subjects performed at a significantly higher level than the brain-damaged subjects. Further analysis with two different cutoff scores exhibited unequal discriminatory power throughout the whole range of Trail Making Test scores. These results suggested diagnosing only when the scores were 9 or lower and 13 or higher. This use of extreme scores resulted in an over-all hit rate of 87% in the study. Comparisons with five major subgroupings of the pseudoneurologic subjects yielded only one significant difference: more accurate discrimination with the 12 cut-off score between 10 general-medical and peripheral nerve-damaged subjects (100% correct) and 18 psychotic subjects (39% accuracy).

Effects of Relationship Enrichment Training on Improving Marital Satisfaction of Infertile Couples: A Randomized Control Trial

2021 ◽  
Vol 17 ◽  
Author(s):  
Seyedeh Zahra Masoumi ◽  
Khodayar Oshvandi ◽  
Masoumeh Rostami-Moez ◽  
Arezoo Shayan ◽  
Farideh Kazemi
Keyword(s):  
Marital Satisfaction ◽  
Intervention Group ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Chi Square ◽  
Significance Level ◽  
Significant Difference ◽  
The Mean ◽  
Infertile Couples ◽  
Relationship Enrichment

Background: Infertility can cause low marital satisfaction. Marital satisfaction has an important effect on infertile couples’ health. Objective: This study aimed to assess the effect of relationship enrichment training on improving the marital satisfaction of infertile couples. Methods: This randomized clinical trial was conducted on 50 infertile couples in the infertility center of Fatemieh Hospital in Hamadan, Iran in 2018. Participants were matched for demographic characteristics and randomly assigned to intervention and control groups (each group had 25 couples). Informed consent was obtained from all participants. The Enrich Marital Satisfaction questionnaire and demographic information were used to collect data before the study and two months after the intervention. Two trained midwifery students taught only the intervention group the relationship enrichment topics in seven sessions (each session = 90 minutes). The data were analyzed by SPSS Statistics version 21 using analysis of covariance, independent t-test, chi-square, and Mann–Whitney. The significance level was set at p ≤ 0.05. Results: There was no significant difference in demographic and obstetric information between the two groups (p >0.05). The mean of marital satisfaction in the intervention group significantly increased among women and men from 151.00 ±28.61 to 154.88 ±22.62 and from 152.56 ±27.33 to 159.24 ±22.14, respectively, (p <0.001). Conversely, the mean of marital satisfaction decreased among women and men from 158.13 ±13.86 to 146.25 ±19.53 and from 164.25 ±17.00 to 153.17 ±27.50 in the control group (p=0.02). Conclusion: Relationship enrichment training can be effective in promoting the marital satisfaction of infertile couples. Registration number: The National Center for Strategic Research in medical education, No. 960185.

Effects of Out-door Activities on Students’ Attitude towards Physics in Secondary Schools

2015 ◽  
Vol 3 (5) ◽  
pp. 126-131
Author(s):  
AWODUN ADEBISI OMOTADE ◽  
JEGEDE S.A
Keyword(s):  
Secondary Schools ◽  
Teaching Method ◽  
Sampling Technique ◽  
Analysis Of Covariance ◽  
Teaching Approaches ◽  
Control Groups ◽  
Conventional Teaching ◽  
Significant Difference ◽  
And Control ◽  
Senior Secondary

The study investigated the effects of out-door activities on students’ attitude towards learning of Physics in Senior Secondary School Physics in Ekiti State, Nigeria. The research design adopted in the study was Pretest-Posttest Quasi-experimental. The sample for the study was 150 Senior Secondary One (SSI) Physics students (this sample was divided into the experimental and control groups in ratio 1: 1 i.e. 75 in each group), selected through the multistage sampling technique from a total population of 7,852 SS I students offering Physics in all the 184 public Senior Secondary Schools in Ekiti State. The instrument used to collect relevant data from the subjects was Physics Attitudinal Scale (PAS). The reliability of the instrument was determined through the split-half method with the reliability coefficient of 0.83. Two null hypotheses were tested at 0.05 level of significance. The data collected were analysed using inferential statistics of t-test and Analysis of Covariance (ANCOVA). The results of the analyses showed that there was significant difference in the attitude of students to Physics in the experimental and control groups in favour of experimental group. Based on the findings of the study, it was recommended that non-conventional teaching approaches such as using out-door activities, should be introduced into the teaching of Physics in the nation’s secondary schools to reinforce the hitherto adopted conventional teaching method and Physics teachers should be encouraged to make use of these new teaching approaches.

scholarly journals Comprehending Narrative Text: The Effectiveness of Cooperative Integrated Reading and Composition (CIRC)

2018 ◽  
Vol 5 (2) ◽  
pp. 139-148
Author(s):  
Miftah Fariduddin ◽  
Firman Parlindungan
Keyword(s):  
Reading Comprehension ◽  
Narrative Text ◽  
Analysis Of Covariance ◽  
Test Design ◽  
Randomized Design ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental

The aim of this study was to investigate whether there was significant difference on the students’ reading comprehension of narrative text between those who were taught through Cooperative Integrated Reading and Composition (CIRC) method and those who were not. Forty-nine students were selected as the sample and quasi-experimental, non-randomized pre-test and post-test design were employed. The analysis of covariance showed that the students who were taught by using CIRC method statistically outperformed those who were not on their reading comprehension of narrative text, (F (1, 48) = 13.56, p < .05). This result implies that CIRC is an effective method to teach reading comprehension, particularly on narrative text. Since this study only focused on narrative text, future researchers might be interested to seek the effect of CIRC on other text genres. Similar study though may be conducted with a randomized design of larger population.

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