說明 
165 p 
附註 
Source: Dissertation Abstracts International, Volume: 7104, Section: A, page: 1232 

Adviser: Margret Hjalmarson 

Thesis (Ph.D.)George Mason University, 2010 

This mixed methods study compared mathematics achievement after students reviewed using handheld computer games or using teacherled reviews. A total of 54 sixth grade students were involved in the study. The study examined achievement by ability level and student gender 

The study occurred in one semester time frame during regular school hours in a public middle school. Students participated during their regularly scheduled mathematics classes. Each day in mathematics class, the students reviewed previous concepts taught to help keep the concepts easily accessible to the students' memory. This is usually accomplished by the teacher leading the review using a projector to ask questions. This was the teacherled type of review. During the intervention, instead of completing the teacherled daily review, the students used the same amount of time each day in class to review mathematical concepts using the handheld computers. The units were alternated with handheld computer units being first, third, and fifth; whereas, teacherled reviews were conducted during the second, fourth, and sixth units. The research questions were examined across multiple units and within each mathematical unit 

A withingroup equivalent time series design was employed. The three different ability groups were compared across their own achievements over time. They were compared to themselves; not a different comparison group. Quantitatively, a pretestposttest design with multiple measures was used to measure students' retention of mathematical concepts for lowability, averageability, and highability learners and for male and female learners. A delayed posttest was used to analyze retention later in the school year. Qualitatively, the teacher kept a journal that contained questions primarily about game design and observations of students' perceptions 

Overall, students who reviewed using the handheld computer mathematical games obtained a mean gain score on unit 1, unit 3, and unit 5 tests of 82.28 (SD = 30.00) and students who reviewed using the teacherled reviews obtained a mean gain score on unit 2, unit 4, and unit 6 tests of 58.81 (SD = 45.64). Results from the paired samples ttest were statistically significant, t(52) = 4.42, p<.001. For student ability, this study showed that averageability students using handheld computer mathematical review games do retain more mathematical content on unit tests. As for gender, averageability female students using handheld computer mathematical review games retained more mathematical content on unit tests 

School code: 0883 
Host Item 
Dissertation Abstracts International 7104A

主題 
Education, Mathematics


Education, Middle School


Education, Technology of


0280


0450


0710

Alt Author 
George Mason University

