Graphing Achievement Test

Erbaş, Ayhan Kürşat; Ince, Muge; Kaya, Sukru

doi:10.1037/t54821-000

Cited by 1 publication

(1 citation statement)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As Table 3 demonstrated, the number of students and also the rate of increase in their scores was higher in the intervention group, which is in accordance with previous research [57]. Furthermore, since the intervention group was exposed to online instructional modules, it was expected that they would improve their learning, which is consistent with previous research [58].…”

Section: Discussionsupporting

confidence: 81%

Enhancing Teaching-Learning Effectiveness by Creating Online Interactive Instructional Modules for Fundamental Concepts of Physics and Mathematics

et al. 2018

View full text Add to dashboard Cite

This study explored the effectiveness of online instructional modules for providing supplementary instruction in basic mathematics and physics concepts. The modules were developed in accordance with a cognitive apprenticeship model. Participants (N = 47) were students enrolled in a required Statics course at a midwestern university. Participants were randomly assigned to either an intervention or control group. The results show that the intervention group performed significantly better on post-tests through using the online instructional modules, while there was no significant improvement of performance in the control group. Based on survey results, students expressed their engagement to the instructional materials. Furthermore, they expressed a self-paced learning experience through providing feedback that they had control over the course materials by using the developed online instructional modules. Survey results also were indicative of students' approval of using the modules as a supplemental material to classroom lectures.

show abstract

Section: Discussionsupporting

confidence: 81%