dc.contributor.author	Coleman, Belinda	en_US
dc.coverage.spatial	Georgia	en_US
dc.coverage.temporal	2002-2004	en_US
dc.date.accessioned	2009-09-30T18:45:47Z	en_US
dc.date.accessioned	2011-03-02T17:28:54Z
dc.date.available	2009-09-30T18:45:47Z	en_US
dc.date.available	2011-03-02T17:28:54Z
dc.date.issued	2004-05	en_US
dc.identifier.uri	http://hdl.handle.net/10428/321	en_US
dc.description.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.	en_US
dc.language.iso	en_US	en_US
dc.publisher	Valdosta State University	en_US
dc.rights	Copyright protected. Unauthorized reproduction or use beyond the exceptions granted by the Fair Use clause of U.S. Copyright law may violate federal law.	en_US
dc.subject	partner practice	en_US
dc.subject	computer practice	en_US
dc.subject	math	en_US
dc.subject.lcsh	Educational technology	en_US
dc.subject.lcsh	Teaching--Aids and devices	en_US
dc.subject.lcsh	Computer-assisted instruction	en_US
dc.title	Computers versus Partnering: A Look at Student Mathematics Achievement	en_US
dc.type	Thesis	en_US
dc.contributor.department	Curriculum and Instructional Technology	en_US
dc.description.advisor	Schmertzing, Lorraine C.	en_US
dc.description.committee	Zahner, Jane	en_US
dc.description.committee	Mozzetta, Danielle	en_US
dc.description.degree	Ed.S.	en_US
dc.description.major	Instructional Technology	en_US