Show simple item record

dc.contributor.authorTrespalacios, Jesusen_US
dc.description.abstractThe study investigated the effects of two generative learning activities on studentsâ academic achievement of the part-whole representation of rational numbers while using virtual manipulatives. Third-grade students were divided randomly in two groups to evaluate the effects of two generative learning activities: answering-questions and generating-examples while using two virtual manipulatives related to part-whole representation of rational numbers. The study employed an experimental design with pre- and post-tests. A 2x2 mixed analysis of variance (ANOVA) was used to determine any significant interaction between the two groups (answeringquestions and generating-examples) and between two tests (pre-test and immediate post-test). In addition, a 2x3 mixed analysis of variance (ANOVA) and a Bonferroni post-hoc analysis were used to determine the effects of the generative strategies on fostering comprehension, and to determine any significant differences between the two groups (answering-questions and generating-examples) and among the three tests (pre-test, immediate post-test, and delayed posttest).

Results showed that an answering-questions strategy had a significantly greater effect than a generating-examples strategy on an immediate comprehension posttest. In addition, no significant interaction was found between the generative strategies on a delayed comprehension tests. However a difference score analysis between the immediate posttest scores and the delayed posttest scores revealed a significant difference between the answering-questions and the generating-examples groups suggesting that students who used generating-examples strategy tended to remember relatively more information than students who used the answering-questions strategy. The findings are discussed in the context of the related literature and directions for future research are suggested.

dc.publisherVirginia Techen_US
dc.rightsI hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Virginia Tech or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report.en_US
dc.subjectGenerative learningen_US
dc.subjectpart-whole meaning of rational numbersen_US
dc.subjectvirtual manipulativesen_US
dc.titleThe Effects of Two Generative Activities on Learner Comprehension of Part-Whole Meaning of Rational Numbers Using Virtual Manipulativesen_US
dc.contributor.departmentLearning Sciences and Technologiesen_US
dc.description.degreePh. D.en_US D.en_US Polytechnic Institute and State Universityen_US and Instruction (Instructional Design and Technology)en_US
dc.contributor.committeechairPotter, Kenneth R.en_US
dc.contributor.committeememberMoore, David Michaelen_US
dc.contributor.committeememberCennamo, Kathyen_US
dc.contributor.committeememberDoolittle, Peter E.en_US
dc.contributor.committeememberLockee, Barbara B.en_US

Files in this item


This item appears in the following Collection(s)

Show simple item record