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ERIC Number: ED556600
Record Type: Non-Journal
Publication Date: 2010
Pages: 139
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3037-1924-0
The Effect of Brain Based Instruction on Student Achievement in Algebra I
Vass, Melissa G.
ProQuest LLC, Ed.D. Dissertation, University of Phoenix
This quantitative quasi-experimental study examined the effect of brain-based instruction compared to teacher-centered instruction on student achievement in algebra I. A pre-test and post-test were given to a control group of 30 and experimental group of 42 before and after a unit if study in algebra I, which was taught using the two instructional methods. An independent t-test showed the equivalence of the two groups, while a paired t-test showed the achievement level of each group, an ANCOVA statistical analysis with the pre-test as the covariant showed the brain-based group had statistically significant higher achievement (p = 0.000) at the 95% confidence level. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A