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ERIC Number: ED511032
Record Type: Non-Journal
Publication Date: 2010-May-15
Pages: 54
Abstractor: As Provided
Reference Count: 10
ISBN: N/A
ISSN: N/A
Achievement in Problem Solving
Friebele, David
Online Submission
This Action Research Project is meant to investigate the effects of incorporating research-based instructional strategies into instruction and their subsequent effect on student achievement in the area of problem-solving. The two specific strategies utilized are the integration of manipulatives and increased social interaction on a regular basis. The project took place over eight weeks, beginning January 11th, 2010 in the sixth, seventh, and eighth grade classes at the Petworth campus of the Center City Public Charter School (CCPCS). CCPCS Petworth campus is located in NW Washington DC, its students are of low socio-economic status, and are all minorities. The tools used to collect data about these strategies included summative assessments, anecdotal field notes, journal entries, surveys, and self-evaluation rubrics for students. After implementation, summative assessments scores increased, student confidence levels improved, and their problem solving strategies were broadened while their critical thinking skills improved as well. Appended are: (1) Data Collection Matrix; (2) Student Survey; (3) Summative Assessment for Sixth Grade; (4) Anecdotal Field Notes Template; (5) Journal Entry Template for 7th Grade; (6) Summative Assessment for 7th Grade; (7) Interview Questions for 7th Grade; (8) Field Notes; (9) Student Survey: Social Interaction; and (10) Social Interaction Rubric.
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: Elementary Secondary Education; Grade 6; Grade 7; Grade 8; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: District of Columbia