The Effects of Two Generative Activities on Learner Comprehension of Part-Whole Meaning of Rational Numbers Using Virtual Manipulatives

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dc.contributor.authorTrespalacios, Jesusen
dc.contributor.committeechairPotter, Kenneth R.en
dc.contributor.committeememberMoore, David M.en
dc.contributor.committeememberCennamo, Katherine S.en
dc.contributor.committeememberDoolittle, Peter E.en
dc.contributor.committeememberLockee, Barbara B.en
dc.contributor.departmentLearning Sciences and Technologiesen
dc.date.accessioned2014-03-14T20:08:31Zen
dc.date.adate2008-05-01en
dc.date.available2014-03-14T20:08:31Zen
dc.date.issued2008-03-19en
dc.date.rdate2008-05-01en
dc.date.sdate2008-03-26en
dc.description.abstractThe study investigated the effects of two generative learning activities on students’ 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 (answering questions 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.en
dc.description.degreePh. D.en
dc.identifier.otheretd-03262008-163552en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-03262008-163552/en
dc.identifier.urihttp://hdl.handle.net/10919/26508en
dc.publisherVirginia Techen
dc.relation.haspartDissertation4.pdfen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectGenerative learningen
dc.subjectpart-whole meaning of rational numbersen
dc.subjectvirtual manipulativesen
dc.titleThe Effects of Two Generative Activities on Learner Comprehension of Part-Whole Meaning of Rational Numbers Using Virtual Manipulativesen
dc.typeDissertationen
thesis.degree.disciplineCurriculum and Instruction (Instructional Design and Technology)en
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.namePh. D.en

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