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The Impact Journal Writing Has on Achievement in Mathematics

出版	Muskingum College, 2000
URL	http://books.google.com.hk/books?id=tIx2QwAACAAJ&hl=&source=gbs_api

註釋This research focused on the impact journal writing had on achievement in mathematics. It was designed to determine if instructed based and writing in journals would improve achievement in mathematics. The subjects under investigation were 77 third graders enrolled in a rural elementary school in southeastern Ohio. One of the four classrooms in which the study was conducted was a self-contained classroom. The other three classrooms were departmentalized Mathematics classrooms. To measure gains in achievement in mathematics a pretest, posttest, and nonequivalent control group test was administered. An independent sample t-test of difference of means was used in this pretest, posttest, nonequivalent control group design. Results were obtained using the Crunch Statistical Package. It was concluded in the statistical analysis that instructed based and journal writing did not improve achievement in mathematics. Given a larger period of time, statistical information may have shown some gains for students who respond to instructed based and journal writing.