國立虎尾科技大學 |

Measuring the Outcome of At-Risk Students on Biology Standardized Tests When Using Different Instructional Strategies.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Measuring the Outcome of At-Risk Students on Biology Standardized Tests When Using Different Instructional Strategies./
作者:	Burns, Dana.
面頁冊數:	1 online resource (123 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
標題:	Educational tests & measurements. -
電子資源:	click for full text (PQDT)
ISBN:	9781369762686

Measuring the Outcome of At-Risk Students on Biology Standardized Tests When Using Different Instructional Strategies.
Burns, Dana.

Measuring the Outcome of At-Risk Students on Biology Standardized Tests When Using Different Instructional Strategies. - 1 online resource (123 pages)

Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.

Thesis (Ed.D.)--Lindenwood University, 2017.

Includes bibliographical references

Over the last two decades, online education has become a popular concept in universities as well as K-12 education. This generation of students has grown up using technology and has shown interest in incorporating technology into their learning. The idea of using technology in the classroom to enhance student learning and create higher achievement has become necessary for administrators, teachers, and policymakers. Although online education is a popular topic, there has been minimal research on the effectiveness of online and blended learning strategies compared to the student learning in a traditional K-12 classroom setting.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369762686Subjects--Topical Terms:

1180442
Educational tests & measurements.
Index Terms--Genre/Form:

554714
Electronic books.

Measuring the Outcome of At-Risk Students on Biology Standardized Tests When Using Different Instructional Strategies.
LDR:03104ntm a2200373K 4500 001 915308
005 20180727125212.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9781369762686
035 $a (MiAaPQ)AAI10281791
035 $a (MiAaPQ)lindenwood:10527
035 $a AAI10281791
040 $a MiAaPQ $b eng $c MiAaPQ
100 1 $a Burns, Dana. $3 1188626
245 1 0 $a Measuring the Outcome of At-Risk Students on Biology Standardized Tests When Using Different Instructional Strategies.
264 0 $c 2017
300 $a 1 online resource (123 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
500 $a Adviser: Beth Kania-Gosche.
502 $a Thesis (Ed.D.)--Lindenwood University, 2017.
504 $a Includes bibliographical references
520 $a Over the last two decades, online education has become a popular concept in universities as well as K-12 education. This generation of students has grown up using technology and has shown interest in incorporating technology into their learning. The idea of using technology in the classroom to enhance student learning and create higher achievement has become necessary for administrators, teachers, and policymakers. Although online education is a popular topic, there has been minimal research on the effectiveness of online and blended learning strategies compared to the student learning in a traditional K-12 classroom setting.
520 $a The purpose of this study was to investigate differences in standardized test scores from the Biology End of Course exam when at-risk students completed the course using three different educational models: online format, blended learning, and traditional face-to-face learning. Data was collected from over 1,000 students over a five year time period. Correlation analyzed data from standardized tests scores of eighth grade students was used to define students as "at-risk" for failing high school courses.
520 $a The results indicated a high correlation between eighth grade standardized test scores and Biology End of Course exam scores. These students were deemed "at-risk" for failing high school courses. Standardized test scores were measured for the at-risk students when those students completed Biology in the different models of learning. Results indicated significant differences existed among the learning models. Students had the highest test scores when completing Biology in the traditional face-to-face model. Further evaluation of subgroup populations indicated statistical differences in learning models for African-American populations, female students, and for male students.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational tests & measurements. $3 1180442
650 4 $a Educational technology. $3 556755
650 4 $a Education. $3 555912
650 4 $a Science education. $3 1151737
655 7 $a Electronic books. $2 local $3 554714
690 $a 0288
690 $a 0710
690 $a 0515
690 $a 0714
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Lindenwood University. $b Education. $3 1183773
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10281791 $z click for full text (PQDT)