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dc.creatorJamison, Mark Brian
dc.date.available2011-02-18T19:23:54Z
dc.date.issued2000-12
dc.identifier.urihttp://hdl.handle.net/2346/10621en_US
dc.description.abstractThe goal of this research was to investigate the effects of using a prescriptive alignment of integrated learning systems with classroom instruction to improve mathematics achievement. While previous research has shown that an integrated learning system can be an effective learning tool, research primarily focused on using the integrated learning system to deliver individualized instruction. This study attempted to try a new approach to linking the delivery of computer instruction to the classroom curriculum. This study focused on mathematics achievement at the fourth grade level to determine if time on task, the percent of correct lesson responses, the number of lessons completed, and level of achievement were significant factors when implementing a prescriptive approach to improve learning. The results of this study suggest that using a prescriptive approach with an integrated learning system may not be effective. Due to limitations in the study, further research is warranted
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherTexas Tech Universityen_US
dc.subjectMathematics -- Computer-assisted instructionen_US
dc.subjectComputer-assisted instruction -- Computer programsen_US
dc.subjectInstructional systems -- Designen_US
dc.subjectMathematics -- Computer network resourcesen_US
dc.subjectMathematics -- Study and teaching (Elementary)en_US
dc.titleThe effects of linking classroom instruction in mathematics to a prescriptive delivery of lessons on an integrated learning system
dc.typeDissertation
thesis.degree.nameEd.D.
thesis.degree.levelDoctoral
thesis.degree.disciplineInstructional Technology
thesis.degree.grantorTexas Tech University
thesis.degree.departmentInstructional Technology
thesis.degree.departmentEducation
dc.degree.departmentInstructional Technologyen_US
dc.rights.availabilityUnrestricted.


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