Investigating the Use of Learning Objects for Secondary School Mathematics
Robin Kay, Liesel Knaack, University of Ontario Institute of Technology, Canada
IJELLO Volume 4, Number 1, ISSN 1552-2237 Publisher: Informing Science Institute
Research on the impact of learning objects in secondary school mathematics classes is limited. To date, only two investigations have been reported in this area. The current study presents a comprehensive analysis of the use and effect of learning objects in secondary school mathematics classrooms. Teacher and student attitudes, as well as student performance, were used to assess the impact of learning objects for 298 students and 11 teachers in 20 different classrooms. Teacher attitudes were positive with respect to quality, engagement, and learning value of learning objects. Student attitudes, on the other hand, varied markedly. Overall, student performance increased significantly after using learning objects, although gains observed were small and highly variable. Student performance was significantly related to the intended purpose of a lesson and teaching strategy selected. Planning time, using learning objects for review or to introduce new concepts, and supplying guided handouts improved student performance. It is reasonable to conclude that mathematics-based learning objects are viable teaching tools when used with the appropriate goals and strategies
Kay, R. & Knaack, L. (2008). Investigating the Use of Learning Objects for Secondary School Mathematics. Interdisciplinary Journal of E-Learning and Learning Objects, 4(1), 269-289. Informing Science Institute.
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Said Hadjerrouit, University of Agder, Norway
Interdisciplinary Journal of E-Learning and Learning Objects Vol. 6, No. 1 (Jan 01, 2010) pp. 115–135
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