dc.contributor.author	Robinette, Misty	en_US
dc.coverage.spatial	Southeast Georgia	en_US
dc.coverage.temporal	2005-2007	en_US
dc.date.accessioned	2009-09-30T20:12:23Z	en_US
dc.date.accessioned	2011-03-02T17:28:57Z
dc.date.available	2009-09-30T20:12:23Z	en_US
dc.date.available	2011-03-02T17:28:57Z
dc.date.issued	2007-04	en_US
dc.identifier.uri	http://hdl.handle.net/10428/328	en_US
dc.description.abstract	This thesis is composed of two main sections, an action research proposal and a journal ready article. The action research proposal includes the purpose, population, research questions, literature review, and data collection methods and instruments. Fourteen seventh grade students in a small middle school in southeast Georgia participated in the action research conducted over a one-month period. The journal ready article contains an introduction, summary of procedures, data tables, and analysis of the data. Comparisons of classroom averages and pre-and posttest scores suggested that the intervention (combination of a 100 minute block of math and a computer-based extended learning time (ELT) class) had a positive impact for most participants. Analysis of observations, survey results, and student interviews also indicated an increased interest and motivation for many of the participants. Results of the study were summarized and shared with the learning community, and possibilities for further research were discussed.	en_US
dc.language.iso	en_US	en_US
dc.subject	computer-based	en_US
dc.subject	math	en_US
dc.subject	extended learning time	en_US
dc.title	The Results of a Computer-Based Extended Learning Time on the Math Achievement and Perceptions of Low-Performing Students	en_US
dc.type	Thesis	en_US
dc.contributor.department	Curriculum and Instructional Technology	en_US
dc.description.advisor	Dees, Diane C.	en_US
dc.description.committee	Schmertzing, Lorraine C.	en_US
dc.description.committee	Leader, Lars	en_US
dc.description.degree	Ed.S.	en_US
dc.description.major	Instructional Technology	en_US