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Amanda J. Rockinson-Szapkiw Jillian Wendt Rebecca Lunde 《The American journal of distance education》2013,27(3):179-188
Because a majority of university students do not regularly read course textbooks, a study was conducted to determine if portable electronic textbooks (e-textbooks) would increase university student motivation to read by enhancing cognitive learning strategies and self-regulation of learning. The participants included 538 university students who self-chose to use either a print or e-textbook throughout the semester. The dependent variables self-efficacy, intrinsic value, cognitive strategies, self-regulation, and text anxiety were measured in each of two groups of participants using the Technology Confidences and Attitudes scale and the Motivated Strategies for Learning Questionnaire (MSLQ). The results of a multivariate analysis of variance (MANOVA) analysis indicated that there was a significant difference in the students’ MSLQ scores based on their choice of textbook format. These results imply that students who use e-textbooks are more likely to use cognitive and self-regulation strategies than students who use traditional print textbooks in their courses. 相似文献
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Jillian L. Wendt Amanda Rockinson-Szapkiw Megan Cordes 《The Journal of educational research》2018,111(6):666-677
The authors of this exploratory study examine the influence of the Georgia science, technology, engineering, and mathematics (STEM) model; gender; race; and other achievement on elementary students’ science outcomes in Title I schools. Results of the study demonstrate that a positive relationship exists between students participating in a STEM-certified school and science achievement at the third-grade level (n = 339), and that race, gender, and mathematics and reading achievement did not significantly explain science achievement. At the Grade 5 level (n = 279), a negative relationship was found between science achievement and type of school, with students participating in STEM schools scoring lower than those students participating in non-STEM schools. Moreover, in Grade 5, the combination of demographic variables, race and gender, did significantly explain science achievement. The practical and empirical implications of the results are discussed. 相似文献
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The Effect of Online Collaboration on Adolescent Sense of Community in Eighth-Grade Physical Science
Wendt Jillian L. Rockinson-Szapkiw Amanda J. 《Journal of Science Education and Technology》2015,24(5):671-683
Journal of Science Education and Technology - Using a quasi-experimental, nonequivalent pretest/posttest control group design, the researchers examined the effects of online collaborative learning... 相似文献
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