Current Search: UWF Theses and Dissertations (x) » Teaching (x)
VIEW ALL ITEMS
- Title
- Exploring elementary student motivationlevels within gamified digital mathematics instructional programs.
- Author
- Hoover, Jennifer Lauren
- Abstract/Description
-
Some approaches to teaching mathematics have led to decreased student motivation. Gamification is an application of game elements within nongame settings. While gamification may increase motivation in other contexts, its effective use in digital mathematics instruction to motivate elementary students is undetermined. Based on the constructs of self-determination theory (i.e., autonomy, relatedness/recognition, competence/self-efficacy), intrinsic and extrinsic motivation were the two...
Show moreSome approaches to teaching mathematics have led to decreased student motivation. Gamification is an application of game elements within nongame settings. While gamification may increase motivation in other contexts, its effective use in digital mathematics instruction to motivate elementary students is undetermined. Based on the constructs of self-determination theory (i.e., autonomy, relatedness/recognition, competence/self-efficacy), intrinsic and extrinsic motivation were the two determinants used to develop research questions and frame the study. The purpose of this qualitative study was to identify how intrinsic and extrinsic motivators embedded within gamified digital mathematics instructional programs contribute to motivation levels of third- through fifth-grade students at an elementary school located in central Texas. A target research sample that consisted of 38 participants was identified which then produced a data producing sample of 20 participants. Semi-scripted phenomenological interviews were conducted. Data were analyzed by each research question to identify the degree to which gamified components, across nine different subtypes (interest/enjoyment, perceived competence, effort/importance, perceived choice, value/usefulness, intrinsic motivation, external regulation, introjected regulation, and identified regulation), impacted student motivation. This study concluded that students reported the highest motivation levels with a combination of intrinsic and extrinsic gamified motivators. Data suggested that a lack of autonomy established by mandatory participation in digital mathematics instructional programs positively impact motivation. Future research could address the impact of gamification upon levels of motivation by age or grade level and how levels of motivation change over time.
Show less - Identifier
- 1129016349, WFE0000658
- Format
- Document (PDF)
- Title
- A multiple case study: disciplinary literacy instruction in middle level science classrooms.
- Author
- Nagle, Corey Edward
- Abstract/Description
-
The National Center for Education Statistics (NCES, 2017) reported that literacy scores have not significantly improved in over 20 years. These scores have prompted investigations of instruction for improving literacy instruction, such as disciplinary literacy (DL), but research supporting DL implementation is limited (Fisher & Ivey, 2005; Moje, 2008, 2015; Shanahan & Shanahan, 2008, 2015). The purpose of this qualitative case study was to explore the DL instruction implemented in middle...
Show moreThe National Center for Education Statistics (NCES, 2017) reported that literacy scores have not significantly improved in over 20 years. These scores have prompted investigations of instruction for improving literacy instruction, such as disciplinary literacy (DL), but research supporting DL implementation is limited (Fisher & Ivey, 2005; Moje, 2008, 2015; Shanahan & Shanahan, 2008, 2015). The purpose of this qualitative case study was to explore the DL instruction implemented in middle level science classrooms in an urban middle school in the United States. The qualitative research paradigm was selected to explore science teacher implementation of DL. Drawing from Shulman's (1986, 1987) theory of pedagogical content knowledge (PCK), educator practices were investigated using multiple qualitative case study methodology. Shulman's (1986, 1987) theoretical constructs of content knowledge, pedagogical knowledge, and PCK developed to explain teacher decision-making and instruction were used in this study to explore educator understanding and actions related to DL. Three participants, two veteran teachers and one novice teacher, represented three cases inclusive of science instruction in Grades 6-8. Major findings include participants' expanded definitions of text for literacy, impacts of professional development on DL PCK, the use of both content area and DL, integration of DL with science practices, and the simultaneous development of science and DL PCK. Implications of this study include the need for policies for developing PCK of DL and transfer of learning into teacher practice to improve science and literacy instruction. Further research is necessary to understand the impacts of DL instruction on student achievement.
Show less - Identifier
- 1129457574, WFE0000664
- Format
- Document (PDF)
- Title
- Responsive evaluation of a community college mathematics laboratory: a dissertation in practice.
- Author
- Hollinger, La Shannon Neru
- Abstract/Description
-
This dissertation in practice (DIP), responsive evaluation (RE) explored relationships of the Faulkner Academic Math Excellence (FAME) Laboratory characteristics and specific perceptions of students enrolled in developmental mathematics education courses at a rural community college in Alabama's southeastern region. This program evaluation examined information surrounding the effectiveness of the FAME Lab program and service activities housed within a two-year community college. The study...
Show moreThis dissertation in practice (DIP), responsive evaluation (RE) explored relationships of the Faulkner Academic Math Excellence (FAME) Laboratory characteristics and specific perceptions of students enrolled in developmental mathematics education courses at a rural community college in Alabama's southeastern region. This program evaluation examined information surrounding the effectiveness of the FAME Lab program and service activities housed within a two-year community college. The study explored perceptions of students within a community college developmental mathematics education program relative to three areas of focus: (a) students' expressed access and use of the FAME Lab program services, (b) students' perceptions of the influence of the FAME Lab program services relative to academic performance levels, and (c) students' perceived value of the FAME Lab program relative to successes in developmental math courses. The researcher performed an extensive review of the literature and identified a critical problem of low numbers of students successfully completing developmental mathematics courses among colleges across the United States as a pervasive challenge, uniquely identified within community colleges and evidenced by 96% of colleges across the country requiring remediation courses, primarily in mathematics (Butrymowicz, 2017). The participants in the study were community college developmental education students and faculty of the community college. A potential limitation of this study includes researcher bias. The magnitude of the problem identified in the literature provided the impetus for the investigation and aligned with the nature of the meaning and purpose for using the DIP, explicitly recognizing an existing problem in practice and performing a study aligned with the need acknowledged by the problem in practice. The Faulkner Academic Math Excellence (FAME) Laboratory program exemplifies and aligns with the type of intervention programs reflective of the remediation programs that colleges across the United States are utilizing to curb or remedy the problem of low numbers of students successfully completing developmental mathematics courses. The researcher communicated with the Vice-President of Instruction and the Math Division Chair and received approval to conduct the DIP study. The researcher created a questionnaire for the student participants and conducted a RE of the FAME Lab program to respond to the problem defined for investigation. The current study provided a practitioner approach to examining the problem by incorporating the use of the RE model (Stake, 2014) to discern the problem within a focused setting, explicitly utilizing the FAME Lab program within a two-year college located in the southeastern region of the United States. The use of the RE protocol provided the researcher with strategies to inform results focused on three areas of consideration: (a) the examination of program activities rather than program goals or intents; (b) the acquisition of students' needs, reactions, and information rather than college leaders' intentions or purposes; and (c) the reporting of differing perspectives in determining the success and failure of the program. Based on the researcher's critical use of the RE protocol, a 12-step implementation plan for the FAME Lab program to assist students in attaining success within developmental mathematics was provided to college officials and are is provided for consideration by other developmental math programs at colleges across the United States. These 12 considerations, presented in Chapter 5, coupled with additional discussions of study results, add to the body of literature supporting students' preparation for entering college mathematics programs, a practitioner problem pervasive in colleges across the United States. The study will inform and advance the professional practice by informing the implementation of developmental mathematics education for students who do not complete developmental mathematics courses successfully.
Show less - Date Issued
- 2021
- Identifier
- 1293983842, WFE0000768
- Format
- Document (PDF)