| dc.contributor |
Learning Sciences and Technologies |
|
| dc.contributor |
Potter, Kenneth R. |
|
| dc.contributor |
Moore, David M. |
|
| dc.contributor |
Cennamo, Kathy |
|
| dc.contributor |
Doolittle, Peter E. |
|
| dc.contributor |
Lockee, Barbara B. |
|
| dc.creator |
Trespalacios, Jesus |
|
| dc.date |
2014-03-14T20:08:31Z |
|
| dc.date |
2014-03-14T20:08:31Z |
|
| dc.date |
2008-03-19 |
|
| dc.date |
2008-03-26 |
|
| dc.date |
2008-05-01 |
|
| dc.date |
2008-05-01 |
|
| dc.date.accessioned |
2023-03-01T08:11:35Z |
|
| dc.date.available |
2023-03-01T08:11:35Z |
|
| dc.identifier |
etd-03262008-163552 |
|
| dc.identifier |
http://hdl.handle.net/10919/26508 |
|
| dc.identifier |
http://scholar.lib.vt.edu/theses/available/etd-03262008-163552/ |
|
| dc.identifier.uri |
http://localhost:8080/xmlui/handle/CUHPOERS/276766 |
|
| dc.description |
The study investigated the effects of two generative learning activities on students’ academic achievement of the part-whole representation of rational numbers while using virtual manipulatives. Third-grade students were divided randomly in two groups to evaluate the effects of two generative learning activities: answering-questions and generating-examples while using two virtual manipulatives related to part-whole representation of rational numbers. The study employed an experimental design with pre- and post-tests. A 2x2 mixed analysis of variance (ANOVA) was used to determine any significant interaction between the two groups (answering questions and generating-examples) and between two tests (pre-test and immediate post-test). In addition, a 2x3 mixed analysis of variance (ANOVA) and a Bonferroni post-hoc analysis were used to determine the effects of the generative strategies on fostering comprehension, and to determine any significant differences between the two groups (answering-questions and generating-examples) and among the three tests (pre-test, immediate post-test, and delayed posttest).
Results showed that an answering-questions strategy had a significantly greater effect than a generating-examples strategy on an immediate comprehension posttest. In addition, no significant interaction was found between the generative strategies on a delayed comprehension tests. However a difference score analysis between the immediate posttest scores and the delayed posttest scores revealed a significant difference between the answering-questions and the generating-examples groups suggesting that students who used generating-examples strategy tended to remember relatively more information than students who used the answering-questions strategy. The findings are discussed in the context of the related literature and directions for future research are suggested. |
|
| dc.description |
Ph. D. |
|
| dc.format |
application/pdf |
|
| dc.publisher |
Virginia Tech |
|
| dc.relation |
Dissertation4.pdf |
|
| dc.rights |
In Copyright |
|
| dc.rights |
http://rightsstatements.org/vocab/InC/1.0/ |
|
| dc.subject |
Generative learning |
|
| dc.subject |
part-whole meaning of rational numbers |
|
| dc.subject |
virtual manipulatives |
|
| dc.title |
The Effects of Two Generative Activities on Learner Comprehension of Part-Whole Meaning of Rational Numbers Using Virtual Manipulatives |
|
| dc.type |
Dissertation |
|