Computers versus Partnering: A Look at Student Mathematics Achievement
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Authors
Coleman, Belinda
Issue Date
2004-05
Type
Thesis
Language
en_US
Keywords
partner practice , computer practice , math
Alternative Title
Abstract
This action research project identified and compared the differences between
using partner practice and computer practice on students' test scores, reactions, and time
on task while working on the guided practice segment of daily math lessons. A review of
the literature revealed that both learning strategies were recommended for middle school
students. However, more support was found for the use of computers in helping to
increase student achievement than for partnering.
Two classes of seventh grade students participated in this study, which took place
over approximately a month. Students completed two chapters of study with the same
instruction from the teacher and the same textbook. Students in one class used the
computer software while the other class used the partnering technique during the practice
segment of the lesson. During the next chapter, students exchanged strategies. End-of-
Chapter tests and quizzes were given to measure differences in achievement. Students
were also observed throughout the practice time to identify behaviors exhibited during
the practice segment of the lesson. Based upon the quiz and test data, observations, and
surveys, computers improved student achievement and time-on-task more than
partnering. However, the increase was small and should be further tested. The results of
this action research project were communicated to fellow mathematics teachers through a
learning community celebration. The teachers agreed the computer program would be a
beneficial part of the mathematics lesson.
Description
Citation
Publisher
Valdosta State University
License
Copyright protected. Unauthorized reproduction or use beyond the exceptions granted by the Fair Use clause of U.S. Copyright law may violate federal law.