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- Title
- A comparative analysis of the success of students placed in the lowest level of remedial coursework taken through CAI versus a traditional remedial education mode of instruction: implications for success, retention and costs.
- Creator
- Vassiliou, John., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this study was to examine the Computer-Assisted Instructional (CAI) method as an alternative to the Traditional method of instruction for the lowest level of remediation in the content areas of mathematics, reading, and sentence skills, and to specifically determine the comparative effectiveness of these two delivery modes in terms of student success, retention, and costs. The researcher aimed to (a) determine the extent to which ACCUPLACERÂȘ mean scores for CAI participants...
Show moreThe purpose of this study was to examine the Computer-Assisted Instructional (CAI) method as an alternative to the Traditional method of instruction for the lowest level of remediation in the content areas of mathematics, reading, and sentence skills, and to specifically determine the comparative effectiveness of these two delivery modes in terms of student success, retention, and costs. The researcher aimed to (a) determine the extent to which ACCUPLACERÂȘ mean scores for CAI participants increase based on pre and post measures, (b) investigate the pros and cons fiscally of each method of delivery (CAI vs. Traditional), respectively, (c) examine whether CAI participants are more likely to enroll during the immediately following semester compared to students enrolled in a Traditional course, and (d) investigate the extent to which CAI participants are equally or more likely to complete successfully the course taken during the immediately following semester compared to students enroll ed in a Traditional course. The study consisted of a two-group design (CAI and Traditional), and four dependent variables. All CAI participants (N = 129) were self-selected to participate in the study. A dependent t-test found that CAI participants increased their ACCUPLACER mean scores significantly over time by 22.74 points or 72.6%. A frequency count found that retention rates were slightly higher for the Traditional group (82.3%) in comparison to the CAI group (76.6%), however, chi-square tests did not reveal a statistical significance. Chi-squares found significant increase in success rates for the CAI group as 86% passed their initial course, in comparison to 59.8% of students taught in the Traditional format. CAI participants were found to have greater success (74.1%) in subsequent classes than students taught via the Traditional instructional method (51.9%)., In addition, a straightforward comparison of expense totals between the two groups was conducted to estimate the differences in cost between the groups. The Cost-Effectiveness Analysis (CEA) model used, indicated that CAI is less expensive and more effective than Traditional instruction. The cost per credit analysis projected 54.6% savings if CAI is used as the alternative instructional modality.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3322520
- Subject Headings
- Computer-assisted instruction, Evaluation, Academic achievement, Educational tests and measurements, School improvement programs, Student assistance programs, Educational accountability
- Format
- Document (PDF)
- Title
- Comparing levels of school performance to science teachers' reports on knowledge/skills, instructional use and student use of computers.
- Creator
- Kerr, Rebecca., College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
The purpose of this descriptive quantitative and basic qualitative study was to examine fifth and eighth grade science teachers' responses, perceptions of the role of technology in the classroom, and how they felt that computer applications, tools, and the Internet influence student understanding. The purposeful sample included survey and interview responses from fifth grade and eighth grade general and physical science teachers. Even though they may not be generalizable to other teachers or...
Show moreThe purpose of this descriptive quantitative and basic qualitative study was to examine fifth and eighth grade science teachers' responses, perceptions of the role of technology in the classroom, and how they felt that computer applications, tools, and the Internet influence student understanding. The purposeful sample included survey and interview responses from fifth grade and eighth grade general and physical science teachers. Even though they may not be generalizable to other teachers or classrooms due to a low response rate, findings from this study indicated teachers with fewer years of teaching science had a higher level of computer use but less computer access, especially for students, in the classroom. Furthermore, teachers' choice of professional development moderated the relationship between the level of school performance and teachers' knowledge/skills, with the most positive relationship being with workshops that occurred outside of the school. Eighteen interviews revealed that teachers perceived the role of technology in classroom instruction mainly as teacher-centered and supplemental, rather than student-centered activities.
Show less - Date Issued
- 2013
- PURL
- http://purl.flvc.org/fcla/dt/3360802
- Subject Headings
- Science, Study and teaching (Middle school), School management and organization, Computer-assisted instruction, Academic achievement, Evaluation, High technology and education
- Format
- Document (PDF)
- Title
- A comparison of multimedia technology instruction on the achievement of U.S. educated and non-U.S. educated community college geography students.
- Creator
- Da-Silva, Edmar Bernardes., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
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This study compares the achievement in three multimedia instructed World Geography classes between two groups of community college students: those students who were U.S. educated (from primary to secondary schools) and those students who were educated outside of the U.S. (from primary to secondary schools). The research was conducted using three World Geography (GEA 2000) classes at a community college in South Florida, between August 2007 and December 2007. The selected students were divided...
Show moreThis study compares the achievement in three multimedia instructed World Geography classes between two groups of community college students: those students who were U.S. educated (from primary to secondary schools) and those students who were educated outside of the U.S. (from primary to secondary schools). The research was conducted using three World Geography (GEA 2000) classes at a community college in South Florida, between August 2007 and December 2007. The selected students were divided into two groups: one of U.S. educated students and one of non-U.S. educated students, all of whom volunteered their participation at the beginning of the course. The two groups were mixed males and females. The non-U.S. educated students were educated in 17 different countries. Data were obtained by means of test scores. Statistical analysis of the data was done using SPSS statistical software. The data generated were analyzed statistically by running four t-tests. The .05 level of significance was selected for analysis of data related to the hypotheses. Overall the statistical difference between the achievement of U.S. educated and non-U.S. educated students in their achievement in multimedia instructed geography classes was non-significant as indicated by the results shown in the statistical analysis in the study.
Show less - Date Issued
- 2008
- PURL
- http://purl.flvc.org/fcla/flaent/EN00154040/68_2/98p0145j.pdf, http://purl.flvc.org/FAU/58014
- Subject Headings
- Education, Effect of technological innovations on, Interactive multimedia, Computer-assisted instruction, Prediction of scholastic success
- Format
- Document (PDF)
- Title
- Effects of an interactive computer-based reading strategy on student comprehension.
- Creator
- Worrell, Jamie L., College of Education, Department of Exceptional Student Education
- Abstract/Description
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The computer-based testing mode has received limited research as a task condition for elementary students as it relates to comprehension for both narrative and expository text. The majority of schools now use computer-based testing to measure students' progress for end of the year exams. Additionally, schools are also delivering state-wide assessments like the Florida Comprehension Assessment Test through computer-based testing instead of paper-pencil testing. There is little research to...
Show moreThe computer-based testing mode has received limited research as a task condition for elementary students as it relates to comprehension for both narrative and expository text. The majority of schools now use computer-based testing to measure students' progress for end of the year exams. Additionally, schools are also delivering state-wide assessments like the Florida Comprehension Assessment Test through computer-based testing instead of paper-pencil testing. There is little research to indicate whether computer-based assessments are an effective way to measure student progress. This study investigated the effects of an interactive computer-based reading strategy on student comprehension for both expository and narrative passages. The intervention evaluated students' percentage of learned strategy use and comprehension accuracy for expository computer-based passages. Additionally, the intervention measured whether students generalized the learned strategy when given a paper-pencil narrative passage and whether generalization of strategy use improved comprehension vi accuracy. This study used an A-B-A-B design across participants, with a follow-up phase. The results from the data showed that all students made significant increases in strategy use from baseline to follow-up. Additionally, all the students had an increase in comprehension accuracy from baseline to follow-up for both computer and paper-based passages. All students were able to generalize successfully the strategy use to narrative passages, and improved their comprehension accuracy of narrative passages. The effects of the study suggest the value of teaching students the interactive computer-based reading strategy for students who struggle with passage comprehension.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3322518
- Subject Headings
- Reading comprehension, Computer-assisted instruction, Educational tests and meausrements, School improvement programs, Academic achievment, Reading, Ability testing, Computer-assisted instruction
- Format
- Document (PDF)
- Title
- Effects of problem-based learning with web-anchored instruction in nanotechnology on the science conceptual understanding, the attitude towards science, and the perception of science in society of elementary students.
- Creator
- Yurick, Karla Anne., College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
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This study explored the effects of Problem-Based Leaning (PBL) with webanchored instruction in nanotechnology on the science conceptual understanding, the attitude towards science, and the perception of science in society of elementary students. A mixed-methods approach was used. Subjects (N=46) participated in the study for approximately two and a half weeks. A pretest was administered for science conceptual understanding and for attitude towards science. An intervention, web-based...
Show moreThis study explored the effects of Problem-Based Leaning (PBL) with webanchored instruction in nanotechnology on the science conceptual understanding, the attitude towards science, and the perception of science in society of elementary students. A mixed-methods approach was used. Subjects (N=46) participated in the study for approximately two and a half weeks. A pretest was administered for science conceptual understanding and for attitude towards science. An intervention, web-based nanotechnology anchor, Catching the Rays, followed. Catching the Rays navigated subjects through a nano quest on sunscreen. After the intervention, a posttest was administered for each science conceptual understanding and attitude towards science. Following, a purposeful selection of interviewees (N=6) participated in a Nano Post- Interview. Pretest/posttest data were analyzed using a paired t test. Results of the paired t test for science conceptual understanding (post- being larger than pre-, p <. 01) and attitude towards science (post- being larger than pre-, p < .01) were significant at the p < .05 alpha level. Nano Post-Interview data were coded and analyzed independently by two raters for emerging themes. Two themes of "Risks and Benefits" and "Solves Problems" emerged from subjects' (N=6) responses to perception of science in society questions. The theme of "Risks and Benefits" strongly suggests that subjects have a positive perception that nanotechnology comes with risks and benefits to society. The theme of "Solves Problems" strongly suggests subjects have a positive perception that nanotechnology is governed by society's needs and is used to help solve society's problems. Findings from this study suggest that PBL with web-anchored instruction in nanotechnology had a positive effect on subjects' science conceptual understanding, attitude towards science, and perception of science in society.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3322517
- Subject Headings
- Science, Study and teaching (Elementary), Computer-assisted instruction, Educational technology, Achievement in education, Cognition in children, Knowledge, Theory of
- Format
- Document (PDF)
- Title
- An examination of the implementation of the Intel Essentials project-based learning model on middle and secondary reading and language arts FCAT student achievement and engagement.
- Creator
- Wright, Jeremy R., College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
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The purpose of this study was to identify (1) the effectiveness of the Intel Essentials model of project-based learning based on student Florida Comprehensive Assessment test (FCAT) reading scores; (2) the differences in student engagement between students in classes with teachers trained in the Intel Essentials model of project-based learning and teachers not trained in the model as measured by the Beliefs about Classroom Structures Survey; (3) the level of implementation (high, average, or...
Show moreThe purpose of this study was to identify (1) the effectiveness of the Intel Essentials model of project-based learning based on student Florida Comprehensive Assessment test (FCAT) reading scores; (2) the differences in student engagement between students in classes with teachers trained in the Intel Essentials model of project-based learning and teachers not trained in the model as measured by the Beliefs about Classroom Structures Survey; (3) the level of implementation (high, average, or low) of teachers trained in the Intel Essentials model of project-based learning; and (4) any correlation between the level of implementation and the level of student engagement. A total of 32 teachers participated in the study. The teachers were split into 2 groups: the experimental group (N = 16) that participated in the Intel Essentials Training, and the control group (N = 16) that did not participate in the training. The results for this study were mixed. The students of the experimental group teachers (N = 780) had significantly higher (p < .05) FCAT scores than that of the control group students (N = 643). The control group with the exception of Motivating Tasks subscale had significantly higher levels of engagement. The correlation between level of implementation and student engagement produced a moderate negative correlation, meaning that the Intel trained teachers with the highest levels of implementation had the lowest levels of engagement.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/369395
- Subject Headings
- School improvement programs, Project method in teaching, Mobile communication systems in education, Academic achievement, Methodology, Education, Secondary, Computer-assisted instruction, Florida Comprehensive Assessment Test, Education, Effect of technological innovations on
- Format
- Document (PDF)
- Title
- Investigation of instructional strategies designed to promote achievement and retention in online mathematics classes.
- Creator
- Porro, Ana M., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The purpose of this study was to investigate the effect of using learner self-assessment and multifaceted instructional strategies on student achievement and retention in online mathematics classes. The study used a quasi-experimental design. The study sample consisted of 35 students who were enrolled during the fall term 2010 in online Precalculus or Trigonometry classes at Palm Beach State College. Both treatment and comparison groups were taught by the researcher. Since the subjects in the...
Show moreThe purpose of this study was to investigate the effect of using learner self-assessment and multifaceted instructional strategies on student achievement and retention in online mathematics classes. The study used a quasi-experimental design. The study sample consisted of 35 students who were enrolled during the fall term 2010 in online Precalculus or Trigonometry classes at Palm Beach State College. Both treatment and comparison groups were taught by the researcher. Since the subjects in the study were not randomly assigned, the design was one of nonequivalent groups where the treatment group was compared to a similar group from the previous year. To limit researcher bias, the course exams were the same for both treatment and comparison groups. Five hypotheses were developed to examine the relationships between preferred learning strategies, the use of online tools, and achievement and retention. The five hypotheses were investigated with the following procedures respectively: ANOVA, linear regression, Pearson correlations, t-test and chi-square, and linear regression analysis with dichotomously coded variables. The findings indicated that the ATLAS groups did not show a preference for online tools, except for ebook. In addition, the use of most tools predicts achievement. The ebook is the only tool that is not significantly related to all the other tools. Achievement was not significantly different among treatment and comparison groups, but retention was. Retention for the treatment group surpassed retention for the comparison group by 15%. Results also pointed out that the ATLAS groups moderate the relationship between some of the online tools predicting achievement.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3333313
- Subject Headings
- Computer-assisted instruction, Achievement in education, Distance education, Education, Effect of technological innovations on
- Format
- Document (PDF)
- Title
- Middle school teachers' usage of dynamic mathematics learning environments as cognitive instructional tools.
- Creator
- Escuder, Ana, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
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This study described, analyzed, and compared the internal and external factors that prevented or fostered the implementation of a cognitive tool, GeoGebra, in the mathematics practices of 12 middle school teachers who had completed a master's degree program in mathematics successfully. Through the application of a case study approach as a systematic method for the analysis of qualitative data, and under a social constructivist framework, the study examined different factors such as concerns...
Show moreThis study described, analyzed, and compared the internal and external factors that prevented or fostered the implementation of a cognitive tool, GeoGebra, in the mathematics practices of 12 middle school teachers who had completed a master's degree program in mathematics successfully. Through the application of a case study approach as a systematic method for the analysis of qualitative data, and under a social constructivist framework, the study examined different factors such as concerns of teachers; their beliefs about technology, mathematics as a subject, math teaching, and learning; external factors such as resources and school support; their TPACK development; and their instrumental orchestration approach through classroom observations. Among the major findings, the study revealed that the personal concerns of the teacher users of GeoGebra included the desire to continue learning the new features of the software, as well as the desire to connect themselves with others in common endeavors for the benefit of other teachers and, ultimately, the students... There was a consensus among the teacher users that they had to strike a balance between their professional goals and the available resources.
Show less - Date Issued
- 2013
- PURL
- http://purl.flvc.org/fcla/dt/3362325
- Subject Headings
- Mathematics, Study and teaching (Middle school), Mathematics, Study and teaching, Computer-assisted instruction, Educational technology, Educational innovations, Educational change
- Format
- Document (PDF)
- Title
- Preparing Florida faculty to teach online.
- Creator
- Arsht, Stephanie., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The purpose of this case study was to describe and further understand how faculty are being prepared and developed to teach web-based courses at a college in Florida. The study examined practices used by the college in preparing their faculty to teach online. Faculty preparation and development were defined as any activity which expands knowledge about how to teach web-based courses. Broward College was chosen as the site of study. Utilizing the qualitative case study approach, the researcher...
Show moreThe purpose of this case study was to describe and further understand how faculty are being prepared and developed to teach web-based courses at a college in Florida. The study examined practices used by the college in preparing their faculty to teach online. Faculty preparation and development were defined as any activity which expands knowledge about how to teach web-based courses. Broward College was chosen as the site of study. Utilizing the qualitative case study approach, the researcher collected and analyzed data during the Fall 2009 academic semester. Data collection methods included interviews, observations of faculty development workshops as well as online classrooms, and document analysis. The study revealed Broward College's method of preparing faculty to teach online. Faculty are prepared to teach online through the Instructional Technology Department. This method focuses heavily on professional development workshops that directly correlate with the types of online classes offered at the college. Faculty are also prepared to teach online through the use of consultants, known as e-associates, as well as other follow-up support. This was an educational leadership study that focused on preparing faculty to teach online. Florida's community colleges are becoming baccalaureate degree-granting colleges, and as enrollments increase, so will the demand for online classes. In turn, college faculty need to be prepared to teach online. This study emphasizes the importance of leadership, administration, and support needed in order to successfully prepare faculty to teach online.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3166833
- Subject Headings
- Educational leadership, Study and teaching (Graduate), Education, Higher, Computer-assisted instruction, College teachers, In-service training, Effective teaching, Internet in education, Distance education
- Format
- Document (PDF)
- Title
- Technology and fifth grade teaching: a study of teacher reported classroom practice, professional development, access, and support.
- Creator
- Beaudry, Debbie., College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
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This mixed methods study investigated 5th-grade teachers' reported use of computer technology and variables that have been identified by researchers as affecting teachers' use of technology, including professional development activities, physical access to computer technology, and technical and instructional support provided for teachers. Quantitative data were collected from 80 5th-grade teachers from a Florida public school district through an online survey in which teachers reported how...
Show moreThis mixed methods study investigated 5th-grade teachers' reported use of computer technology and variables that have been identified by researchers as affecting teachers' use of technology, including professional development activities, physical access to computer technology, and technical and instructional support provided for teachers. Quantitative data were collected from 80 5th-grade teachers from a Florida public school district through an online survey in which teachers reported how frequently they used and had their students use computer technology for 27 different purposes. The teachers also reported the amount of emphasis those 27 different topics received during their technology-related professional development experiences, the number of hours they participated in technology-related professional development, the number of months they participating in a technology coaching/mentoring program, the access their students had to computers in the classroom and in a one-to-one co mputing environment, and the frequency that they received technical and instructional support. Information from the school district's technology plan provided a context for the study. Qualitative data were collected through interviews with seven of the survey participants. The findings indicated that for 18 different purposes of technology, there was a significant correlation between how frequently teachers used and had their students use technology and the teacher-reported emphasis those topics received during technology related professional development. Self-reported frequency of support, student-to-computer ratio in the classroom, hours of professional development, and months of mentoring did not moderate the relationship between frequency of technology use and the content of professional development., The relationship between having students use technology to work cooperatively or collaboratively and the reported emphasis that topic received in professional development strengthened if teachers reported that their students had access to a one-to-one computing environment. An additional finding was that the teachers' reported frequency of use of technology and reported emphasis of content of technology-related professional development leaned toward direct instruction and test preparation and leaned less toward innovative uses of technology. Implications and suggestions for future research are offered for technology integration and professional development for teachers at the elementary school level.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3329831
- Subject Headings
- Classroom management, Internet in education, Education, Elementary, Computer-assisted instruction, Curriculum planning, Teachers, Training of, Evaluation, Active learning, Evaluation
- Format
- Document (PDF)
- Title
- Virtual science instructional strategies: a set of actual practices as perceived by secondary science educators.
- Creator
- Gillette, Tammy J., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The purpose of this proposed research study was to identify actual teaching practices/instructional strategies for online science courses. The identification of these teaching practices/instructional strategies could be used to compile a set of teaching practices/instructional strategies for virtual high school and online academy science instructors. This study could assist online science instructors by determining which teaching practices/instructional strategies were preferred for the...
Show moreThe purpose of this proposed research study was to identify actual teaching practices/instructional strategies for online science courses. The identification of these teaching practices/instructional strategies could be used to compile a set of teaching practices/instructional strategies for virtual high school and online academy science instructors. This study could assist online science instructors by determining which teaching practices/instructional strategies were preferred for the online teaching environment. The literature reviewed the role of online and face-to-face instructional strategies, then discussed and elaborated on the science instructional strategies used by teachers, specifically at the secondary level. The current literature did not reflect an integration of these areas of study. Therefore, the connectedness of these two types of instructional strategies and the creation of a set of preferred instructional practices for online science instruction was deemed necessary. For the purpose of this study, the researcher designed a survey for face-to-face and online teachers to identify preferred teaching practices, instructional strategies, and types of technology used when teaching high school science students. The survey also requested demographic data information from the faculty members, including years of experience, subject(s) taught, and whether the teacher taught in a traditional classroom or online, to determine if any of those elements affect differences in faculty perceptions with regard to the questions under investigation. The findings from the current study added to the literature by demonstrating the differences and the similarities that exist between online and face-to-face instruction. Both forms of instruction tend to rely on student-centered approaches to teaching., There were many skills that were similar in that both types of instructors tend to focus on implementing the scientific method. The primary difference is the use of technology tools that were used by online instructors. Online instructors tend to rely on more technological tools such as virtual labs. A list of preferred instructional practices was generated from the qualitative responses to the open-ended questions. Research concerned with this line of inquiry should continue in order to enhance both theory and practice in regard to online instruction.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/2182083
- Subject Headings
- Distance education, Computer-assisted instruction, Science, Study and teaching (Secondary), Computer-assisted instruction, Education, Effect of technological innovations on, Teaching, Aids and devices
- Format
- Document (PDF)