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ERIC Number: EJ904592
Record Type: Journal
Publication Date: 2009
Pages: 23
Abstractor: As Provided
Reference Count: 51
ISBN: N/A
ISSN: ISSN-1528-5804
A Comparison Study of Web-Based and Traditional Instruction on Preservice Teachers' Knowledge of Fractions
Lin, Cheng-Yao
Contemporary Issues in Technology and Teacher Education (CITE Journal), v9 n3 p257-279 2009
This study investigated the comparative efficiency of Web-based instruction (WBI) and traditional teaching methods on preservice teachers' fraction knowledge. Students' knowledge of fractions was measured using a Fraction Knowledge Test. The test consisted of 32 items and was administered as pre- and posttests to a total of 42 preservice teachers in two intact classes at the same university. One of the classes was randomly assigned as the experimental group (n = 21) and was given WBI. The other class was assigned as a control group (n = 21) and was given traditional instruction. Analysis of covariance was used to determine treatment effects on students' knowledge of fractions when the pretest result was used as a covariate. The analysis of results showed a statistically significant difference between the experimental and the control groups' posttest mean scores in favor of the experimental group. (Contains 7 tables and 3 figures.)
Society for Information Technology and Teacher Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: business@aace.org; Web site: http://www.aace.org
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A