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ERIC Number: ED569020
Record Type: Non-Journal
Publication Date: 2014
Pages: 115
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3038-8777-2
ISSN: N/A
A Comparison of Online and Face-to-Face Collaboration on the Performance of Middle School Math Students' Standardized Assessment
Eliason, Norma Lynn
ProQuest LLC, Ed.D. Dissertation, University of West Florida
The effects of incorporating an online social networking platform, hosted through Wikispace, as a method to potential improve the performance of middle school students on standardized math assessments was investigated in this study. A principal strategy for any educational setting may provide an instructional approach that improves the delivery of instruction and enhances the learners' self-efficacy, motivation, and performance. A pedagogical approach that is centered on learner interaction and engagement is a social collaborative learning environment. The social collaborative learning environment provides an academic atmosphere that highlights Bandura's social cognitive theory of reciprocal determinism. This study identified the triadic reciprocal determinants incorporated within a social collaborative learning environment: (a) social collaborative environmental variables, (b) academic achievement variables, and (c) personal perception variables. The function of the instructional treatment, online social networking collaborative learning environment, for this study was to expose the students to an asynchronous learning environment that encouraged the members to exchange thoughts, communicate perspectives, and employ prior knowledge to enhance problem-solving skills in mathematics. Although the results of the study did not indicate a statistically significant difference in student performance on middle school math standardized assessment, future research could strengthen the effectiveness of developing and implementing an instructional design that incorporates a (online or face-to-face) social collaborative learning environment that will promote learner self-efficacy, motivation, and performance. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A