Does computer-supported Math instruction makes students perceive them to be task-oriented and well-behaved? An experimental study

This study investigated the effectiveness of computer-supported Math instruction on ninth graders’ task orientation and disruptive behaviors. Subjects were 40 students enrolled in two classes, each of which was randomly selected as the experimental and control group. The former was given instruction...

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Published inProcedia, social and behavioral sciences Vol. 15; pp. 2927 - 2931
Main Authors Koc, Mustafa, Erginbas, Senol
Format Journal Article
LanguageEnglish
Published Elsevier Ltd 2011
Subjects
classroom management
Computer-supported instruction
disruptive behavior
experimental research
task orientation
classroom management
disruptive behavior
experimental research
Computer-supported instruction
task orientation
Online AccessGet full text
ISSN1877-0428
1877-0428
DOI10.1016/j.sbspro.2011.04.216

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Abstract This study investigated the effectiveness of computer-supported Math instruction on ninth graders’ task orientation and disruptive behaviors. Subjects were 40 students enrolled in two classes, each of which was randomly selected as the experimental and control group. The former was given instructions including animations, games, interactive drill-and-practice programs, and video documentaries while the latter was given with traditional media. The same questionnaire was administered before and after the intervention as pretest and posttest. Although both groups received better scores on the posttests, ANCOVA analyses failed to produce significant differences between adjusted posttest scores for both task orientation and disruptive behaviors.
AbstractList This study investigated the effectiveness of computer-supported Math instruction on ninth graders’ task orientation and disruptive behaviors. Subjects were 40 students enrolled in two classes, each of which was randomly selected as the experimental and control group. The former was given instructions including animations, games, interactive drill-and-practice programs, and video documentaries while the latter was given with traditional media. The same questionnaire was administered before and after the intervention as pretest and posttest. Although both groups received better scores on the posttests, ANCOVA analyses failed to produce significant differences between adjusted posttest scores for both task orientation and disruptive behaviors.
Author Erginbas, Senol
Koc, Mustafa
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Cites_doi 10.1177/003172170608800109
10.1023/A:1027355123577
10.1016/S0742-051X(99)00057-8
10.1023/A:1009932514731
10.3102/00028312038003499
10.4324/9780203212301-3
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Keywords classroom management
disruptive behavior
experimental research
Computer-supported instruction
task orientation
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SubjectTerms classroom management
Computer-supported instruction
disruptive behavior
experimental research
task orientation
Title Does computer-supported Math instruction makes students perceive them to be task-oriented and well-behaved? An experimental study
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