The Relationship of Student Characteristics and Small-group Interaction to Student Achievement |
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Results 1-3 of 63
Page 60
... ability students tended to convey more answers and to provide more conceptual / se- quencing and procedural explanations than did either medium or low ... medium ability students . Results of the Table 15 R R R R R Explains : directions 60.
... ability students tended to convey more answers and to provide more conceptual / se- quencing and procedural explanations than did either medium or low ... medium ability students . Results of the Table 15 R R R R R Explains : directions 60.
Page 62
... ability students were more often the recipients of the explanations than were the higher ability students . However , the only statistically signifi- cant difference was that between high and medium ability students for receipt of ...
... ability students were more often the recipients of the explanations than were the higher ability students . However , the only statistically signifi- cant difference was that between high and medium ability students for receipt of ...
Page 72
... ability students , Is r = S .70 , p < .05 . Medium ability students who expressed a preference for small - group learning on the pretest tended to in- teract less than medium ability students whose scores indicated a = -.33 , lesser ...
... ability students , Is r = S .70 , p < .05 . Medium ability students who expressed a preference for small - group learning on the pretest tended to in- teract less than medium ability students whose scores indicated a = -.33 , lesser ...
Contents
Discussion | 7 |
Method | 16 |
Effects of Training on the Amount and Kind | 34 |
21 other sections not shown
Common terms and phrases
ability level achievement and retention achievement test answer checking attitude scores attitude toward math conceptual conceptual/sequencing explanations control groups control students differences Disagree Strongly Disagree division achievement division and fractions division seatwork effectiveness of small-group expected explaining and receiving findings fractions achievement fractions instruction fractions seatwork group behaviors group interaction group members high ability students High n higher-order explaining individual interaction engaged investigated learner learning in small low ability students Mann-Whitney Comparisons math class mean ranks median medium ability students metacognitive mixed ability group negatively related off-task behavior participation positive attitudes positively related procedural explanations providing and receiving question Raven's Progressive Matrices receiving answers relationship of small-group retention scores role scores of trained sequencing small-group behaviors small-group interaction small-group learning Strongly Agree Agree student aptitudes task task-related interaction teacher tions total instructional period trained and control trained group trained students training program tutoring Webb Note