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This study considers the effects of Jostens Learning Corporation's Integrated Learning System (ILS) on the mathematics and reading standardized test scores of elementary school children. It was anticipated that test scores would increase modestly with the introduction of the ILS, particularly in mathematics. The sample consisted of four consecutive intact classes (N=85) taught by the same third-grade teacher. The first and second classes received traditional classroom instruction while the third and fourth classes received traditional classroom instruction plus standard sequence ILS instruction. The California Test of Basic Skills Total Mathematics and Total Reading scores given at the end of the third grade served as the posttest. The data were analyzed by mixed multi-variate analysis of covariance. A significant main effect for ILS treatment, and a significant interaction between content and treatment were observed. Under ILS, larger gains occurred for mathematics than for reading. Possible reasons for this finding are presented and the implications of the findings are discussed along with suggestions for further research. Contains 15 references. (Author)

Descriptors: Academic Achievement, Educational Strategies, Grade 3, Integrated Activities, Mathematics, Mathematics Achievement, Primary Education, Reading, Reading Achievement, Teaching Methods, Technology











Autor: Clariana, Roy B.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=11753&id=ED409181







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