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“Game On! Computer Based Mathematics for the Struggling Student”An Action Research Proposal by Wes EmletIntroductionArea of Focus Statement In order for students to be successful in mathematics, they must have a firm foundation of basic skills. In my classroom I have found that students who struggle with basic math knowledge more likely have a negative perception of math and often give up faster than those students who are able to easily demonstrate understanding with new subject matter. This negative attitude and lack of understanding often leads to poor academic achievement on county and state standardized tests. Students who have a deficiency in number sense need a way to relearn basic math skills and reclaim confidence in mathematics and I believe that computer-based mathematics can be the answer. Through my research I hope to answer the following questions: What are students’ attitudes towards computer-based mathematic instruction and what effect do positive attitudes have on academic achievement in mathematics? Personal LensGrowing up, one of my fondest memories as an elementary math student was playing a computer game called “Number Munchers” - designed to teach basic math skills. It gave me the motivation I needed to memorize my math facts which was mandatory if I wanted to improve and win in that game. That was my first experience with a computer-based math program and I consider it a catalyst to where it’s taken me today. When I graduated high school and began my undergrad program in elementary education at Kutztown University in the year 2000, the possibilities of technology really began to open wide and I began to be intrigued by technology and what it could offer to the education system. I graduated in 2004 with a degree in elementary education and a concentration in instructional technology and since then I have found creative and inspiring ways to integrate academic content standards with technology. I have become a technology leader in my school and currently serve as the eCoach where I use my knowledge in instructional technology to help other teachers implement twenty-first century technology into their classrooms. Being an eCoach has given me the chance to utilize numerous technology tools and computer programs that other teachers in my building are less likely to receive. These tools spark a lot of interest by students in my classroom and there is an enthusiasm about learning that seems to be taking place when students are using this technology. As a third grade classroom teacher with a background in instructional technology and the necessary tools available to me, it’s my goal to integrate technology into each content area I teach. In the area of mathematics, I find it easy to integrate technology when introducing a lesson or when making a real world connection but I often neglect to use it elsewhere in my math lesson. This is an area I would like to improve on but tend to struggle with due to students’ lack of understanding content and pacing issues. When students enter third grade they are expected to have second grade math skills mastered, there is little time to re-teach basic math skills and there is also little time to back track and re-teach difficult topics. Students are expected to learn, apply, and remember what they are taught from one grade level to the next. This pattern works for many students in my classroom; however, it does not work for all of my students. During a typical math lesson, I will introduce a skill to the whole class, we will complete practice problems together, and then I will assign independent practice problems. From there I will divide the students into differentiated small groups and I will re-teach the entire lesson to students who failed to demonstrate understanding during the independent practice. On a normal day, my re-teach group generally consists of the same students and a majority of time is spent with this student group. If these students do not demonstrate understanding in the small group setting I have to hope that there is an extra day built in to re-teach this information or hope that the students will gain understanding at home when they are completing homework with parental guidance. Unfortunately this is rarely the case and the next day we must move on to keep up with the pacing demands of our curriculum guide. The purpose of this action research comes from my struggle with an extremely fast-paced curriculum guide and students who come to third grade with a limited understanding of math skills. It is my hope that I can use computer-based programs to motivate and increase mathematic performance in my third graders who have limited basic math skills. Setting33%African American42%Caucasian9%Hispanic6%Asian1%Native American9%Other The setting which this research will take place is an elementary school in Glen Burnie, Maryland. This school is a part of Anne Arundel County Public Schools with an enrollment of 685 students in grades PreK – Fifth. This school has a diverse population as you can see by the following table which shows the breakdown of the enrolled population by ethnicity. Source: school is located in a working class neighborhood and is considered a Title I school. The majority of the homes in the neighborhood are apartment complexes and single-family homes. There is an active PTA with approximately 20-30 dedicated parents who attend most meetings and school functions. In the 2009/2010 school year, the PTA used fundraisers to raise enough money to provide each classroom teacher a document camera and projector as well as a few other “SMART” products to be dived among the staff members. Definition of TermsBubble Student:A student who averaged between a fifty and sixty percent on the three county benchmark test they have taken the previous yearComputer-Based Mathematics: An approach to teaching mathematics using computer software, interactive games, or websites Interactive Games: Games participants can play against others on the same network (Normally done on the Internet) Software Programs:A variety of programs that are installed on each computer and laptop to serve a specific purpose. For the purpose of my research, I will be using the following mathematical software programs: Fastt Math, Understanding Numeration, Understanding Math & Mind Point Quiz Show. Research QuestionsHow might the use of computer-based mathematics improve negative attitudes towards mathematics?How might a positive attitude about mathematics lead to academic achievement for my third grade students? Literature ReviewThe following literature review has provided ideas and insight during the planning of my action research proposal. I have divided the literature review intro three subsections: attitude towards mathematics, technology as motivation, and mathematical achievement with technology. Attitude Towards MathematicsMany students come to school each day with no “inherit interest in mathematics” (Lesser, 2000, p.372 as cited in Bedner, Coughlin, Evans & Sievers, 2010). Bedner et al. (2010) believes this is due to “teachers struggling to develop new innovative teaching practices to increase motivation in all students” (p. 7). Many researchers including Reynolds (1999, as cited in Bedner, 2010) insist that students need to be engaged in the mathematics classroom. The stand and deliver traditional approach to teaching lends itself to disengaged learners; students need to take an active role in the learning. In order to improve both student motivation and achievement in mathematics, Bedner’s team implemented teaching to the multiple intelligences in order to engage students. Their research found that students actively involved in the learning process demonstrated positive gains in “attitude, motivation, and comfort level” (p. 55). Another teacher research team utilized active learning techniques and found similar results. This group concluded that the majority of students engaged in active learning showed an increase in “motivation, initiation, effort, participation, on task behavior, and participation” (Janes, Koutsopanagos, Mason & Villaranda, 2000, p. 57) which resulted in greater achievement in the classroom. When students are not interested in what or how they are being taught, they become inattentive to the instruction that is taking place. The problem of inattentiveness results in a low retention of material, a poor attitude towards school, and a high level of stress/anxiety in the classroom environment. Therefore by providing an engaging learning classroom, teachers can improve test scores, attitudes, and general classroom environment. (pp. 12-13) Research shows that students who are actively engaged in learning have greater success in the classroom. One way to actively engage and motivate students may be through the use of technology. Technology as Motivation“Student motivation and achievement will increase when teachers determine what makes their students tick” (Wehrmann, 2000, as cited in Bedner et al., 2010, p. 25). Children are consumed by technology outside of the classroom through the use of smart phones, computers and video games. A study constructed by DeBell and Chapman (2004, as cited in Kim & Chang, 2010) stated that of “58,273,000 students of K-12 school age in the USA, 56% of the students played computer games” (p. 225). Many children have a strong interest in technology and are motivated by it. The following studies conducted by different researchers validate this statement. Based on a study of 1,271 economically disadvantaged first and second graders, Rosas, Nussbaum, Cumsille, Marianov, Correa & Flores (2003) found positive effects with the use of educational games to motivate students. The study found that there was an increase in attention, communication and motivation when using the video games in the classroom. The students were given the choice to play a game or choose another activity and the authors state, “students preferred playing the video game over other activities” (p. 88). The study reports that attendance rates were higher, and qualitative observations indicated increased attention and concentration while playing the games (2003). A case study conducted by Ke (2008) concluded that computer math drill games significantly enhanced students’ positive attitudes toward math learning. “Participants have performed committed and effortful on-task learning when playing certain games where math drills were integral to the gameplay and appropriately challenging” (p. 1618). This is vital to my research because many bubble students have a math fact deficiency and use of the math drill games may be beneficial to them. I share similar beliefs with Bragg (2003) who says, “games can fire children’s interests and motivation because students enjoy competition, challenge, and fun” (p. 29). However, during her 2007 study on the use of games as a vehicle for learning mathematics, Bragg’s research revealed conflicting results. She studied 222 fifth and sixth grade students and collected both qualitative and quantitative data to determine the students’ attitudes toward the use of games to learn mathematics. At the conclusion of her research she found that data in the Likert scale survey differed from data collected during the student interview. The Likert scale revealed negative attitudes towards the use of technology while the student interview data produced positive reactions. Bragg’s study instructed students to play two similar games, twice a week, over a four-week period. She provides some possible explanations to the negative attitudes that include content being too difficult and students losing interest in playing the same two games over and over again. She also believes that the games became irrelevant to the students once new content was introduced making the game appear to be boring. In conclusion, Bragg states: Students appreciate and enjoy games that provide them with a positive learning experience, therefore teachers and curriculum developers should clearly specify learning outcomes related to the games and reinforce their relevance to students. (Bragg, 2006, p. 41) It seems that it’s important that I utilize games and activities that are relevant to daily learning outcomes. Finding rich games and websites that align with instruction will make the intervention more meaningful to my students. Mathematical Achievement with TechnologyAs mentioned above, being actively involved during instruction can help to motivate and engage students. Cruickshank & Telfer (2001, as cited in Kumar & Lightner, 2007) state that “games require student participation and active involvement” (p.54). The use of online games can motivate and engage students. But, can technology provide mathematical achievement to students who are low performers? Research shows mixed results and inconsistent data. Some researchers support computer games as educational resources to promote student learning such as Vogel J., Vogel D., Cannon-Bowers, Bowers, Muse, & Wright (2006), Annetta, Mangrum, Holmes, Collazo, & Cheng. (2009), and Rosas et al. (2003) while others such as Ke (2008) found mixed results in regards to student performance. Vogel et al. (2006) examined 32 empirical studies and concluded that students who were taught with games exhibited higher cognitive gains than students who were taught without games. Annetta et al. (2009) incorporated educational learning games into a fifth grade Science class and found positive results in student performance. Both of these researchers support the idea that educational games will improve mathematical achievement. As reported earlier, Rosas et al. (2003) research on the effect of experimental games with low performers was a successful inclusion of technology to motivate students. What I found interesting about this study is that the results of the experimental group and the control group data show similar post-test results in mathematics and reading; even though the experimental group received 30 less minutes of instructional time daily to participate in the research (2003). Although the results of the post-test weren’t significantly better than the control group, it demonstrates that the games may have helped to facilitate learning. Ke and Grabowski’s (2007) study on the use of computer games and academic achievement on 125 fifth graders compared two groups; game-players and non-game-players. The researchers observed significantly higher improvement in math performance in the game-playing group versus the non-game-players. Contrarily, returning to Ke’s (2008) case study on the use of educational math computer games on fourth and fifth graders at a summer camp, Ke observed no evidence of academic achievement from the post-test results. Although student’s attitude towards mathematics changed, cognitive test scores did not improve. Some skeptics of educational games in the classroom think that technology may lead to more problems than it solves. Millers, Lehman, & Koedinger (1999, as cited in Ke, 2008) believe that students may become distracted by the act of game playing and completely miss out on the learning goal that was intended. This is always a possibility and is why my research proposal is implementing a small group interaction after the game has taken place to review the outcome to ensure learning has taken placed. SummaryThe literature review was very helpful in helping guide my action research proposal. Many research journals and other sources helped validate my belief that the use of technology can help motivate students. I have found that technology can be a great support for learning. However, there is no conclusive evidence that technology will increase academic achievement in mathematics for all learners. Most researchers agree that educational games can be beneficial in supporting learning when identified with clear learning outcomes. Giving my intervention group a collection of websites to play games on may motivate them; however, it may or may not lead to academic success. Like most interventions my action planning proposal is not one size fits all. Like Bragg (2007) who found conflicting results during her research, utilizing technology daily during mathematics instruction might not be the solution for all students in my research proposal. I believe this intervention will be successful if it can help a few students change their perception of mathematics. Methodology Overview of MethodologyDue to federal mandated programs like No Child Left Behind, students are being pushed through the education system even when they lack basic principles and understanding in major content areas. There is limited support staff able to work with these struggling students and therefore it’s the teacher’s job to make certain that all students succeed. As a classroom teacher with students of many needs, this can easily become an issue when students enter a new grade level with a lack of basic content knowledge. Demanding curriculum guides insist that students move forward whether comprehension has taken place or not. As an educator, I must find ways to motivate my learners and each year I face this same issue in the area of mathematics. Mertler (2006) says that “The basic process of problem identification occurs when a situation is observed and there is recognition that something within that situation could probably have been done better” (p. 15). My action research can hopefully provide a solution for the student who faces a lack of basic understanding in mathematics by changing their negative perception towards it. Johnson’s (2002) study (as cited in Hensen, 1996; McTaggart, 1997; Schmuck, 1997) suggests that action research comes from studying real classroom situations in order to improve instruction that is taking place. Mills (2000) says that, “One of the outcomes of action research is that it satisfies the desire of all teachers to increase the predictability of what will happen in their classroom” (p. 12). If computer-based math programs can increase achievement, I’ll be certain to implement them into my daily instruction for those struggling students for whom it can benefit. By utilizing qualitative data, that Johnson (2002) defines as “systematic observations to reach understanding” (p. 6), prior classroom knowledge with struggling math students, and my ability to integrate technology into my instruction; I am hopeful that the results of this research can improve my students math abilities and my practices as an educator. ParticipantsThe participants who will be used in this action research will be a group of four to seven* third grade students who are identified as a “bubble student” at the beginning of the new school year. In order to determine which students are considered bubble students, previous years county benchmark tests will be utilized. At my school a bubble student is defined as someone who averaged between a fifty and sixty percent on the three benchmark tests they have taken the previous year. Benchmark data provide a vivid picture as to how developed a student is in math and generally represents how well they will do on the Maryland State Assessment test. After obtaining permission from students, parents, and administration, I will begin to collect preliminary data on this group of students to determine their perception towards mathematics. *An average teacher has between four to seven bubble students in their math classroom each year. This number may vary based on the dynamics of the upcoming school year. Preliminary Data CollectionSurvey: The first source of data that I will use on my identified group will be a survey. The goal of the surveys is to determine the bubble groups’ attitude towards mathematics. The survey will only include selected response questions which they will choose from a multiple-choice list. A copy of the surveys can be found in [Appendix A]. Student Interviews: The second source of data will come from a student interview with each member of the identified group. The interview questions will be conducted based on the answers they gave on the survey. The questions will be open-ended and the goal is to identify the students’ true perception of mathematics. Interest Inventory: The interest inventory will be used to determine the students’ personal interests. The questions will vary but revolve around their personal preferences towards school subjects and their personal attitudes towards technology. A copy of the interest inventory can be found in [Appendix B]. Procedures of Verification (Including Evaluation of Interventions)In order to ensure validity among my data sources I will be using Guba’s (1981) procedures of verification. I will use triangulation by collecting three qualitative sources: a survey, an interview and an interest inventory, all of which I will be able to provide hard copies for. During the interview, I will use a voice recorder to provide raw data for the research. After recording and coding the conversation, I will meet with each member of my subject group and show them a copy of our conversation to ensure accuracy. I will be very careful as to how I ask questions during the interview period and at no time during the data collection period will I attempt to alter a student’s feelings about mathematics by “making them say what I want to hear.” The interest inventory will give me a sense of how the students perceive technology as well as help me to validate their attitudes towards mathematics. I will keep detailed field notes and record observations during the first few weeks of school on my student group. All three date sources as well as field notes will be used to generalize the students’ attitudes about mathematics in order to create a clear assertion about the students’ attitudes towards mathematics. *My first research question depends on these students having a negative perception towards mathematics. My background knowledge tells me that students who generally do poorly in math are more likely to not like math. If my preliminary research proves the opposite and the students have a positive attitude towards mathematics, my research question will change from “How does the use of computer-based mathematics improve negative attitudes towards mathematics?” to “How can I use computer-based mathematics to improve academic achievement?” Ethical ConsiderationsIn order for this action research to be implemented, ethical considerations will be taken. I will contact the supervisor at my school to gain permission for the research to take place. Once approved, appropriate staff members at my school will be informed that action research will be taking place and the participants’ names must be kept confidential. When school begins and previous year’s data is analyzed to determine which students are in the bubble group, I will inform the selected group of my plan to construct research. These students will be asked to return signed parental consent forms but will not be considered a candidate if the parental form is not returned or denied. Each student who receives parental consent will be notified that they have the right to withdraw at anytime with no consequences and that all work samples and data collected during the research will be kept anonymous and confidential. All data received during this research will be stored in a locked filing cabinet and will only be used for the purpose of this action research. Once the research concludes, all data will be shredded and recycled. Action Planning Proposed InterventionThe goal of my action research proposal is to change a student’s perception of mathematics by utilizing technology. It’s my hope that once a student has a better attitude towards math, improved mathematical achievement will follow. At this time I will have already collected qualitative data that I will use to determine my students’ attitude towards mathematics. (If I discover that a child has an initial positive attitude towards math based off of the preliminary data, they will still be utilized in this research to determine if the use of technology leads to improved math achievement.) This data will be compared with another survey that will be completed at the end of phase three to determine if an attitude change has occurred. Before beginning my intervention, a pretest will be given to all students to find out what they already know about the subject matter. I am proposing the following intervention to be implemented daily during mathematics instruction. The identified student group will participate in whole group instruction as everyone else does; this is generally the first 30 minutes of math time. Once the lesson transitions to independent practice, the identified student group will meet at the small group instruction area and will be introduced to the interactive activity of the day. This predetermined activity will directly relate with what was taught during whole group instruction. The activities will be software programs owned by AACPS, free apps downloaded from the iTunes store, or web-based games or resources. They will be utilized on a variety of formats such as the iPad, iPod Touch, PC or laptop; all of which are available in my classroom. The students will work in small groups, with partners or independently based on the activity of the day. Each student will spend approximately 30 minutes using the technology to reinforce and practice the skill. After the students complete their interactive activity, we will collaborate as a small group and talk about what was learned during the lesson. The students will be given the opportunity to express their feelings about whether or not they liked the lesson and if they understood the skill. During this time, I will ask questions comparing my whole group lesson to the interactive activity. Field notes will be taken and I will use this data for research purposes as well as to determine if comprehension has truly taken place. If I get a sense that a student had a difficult time with a particular skill, I will find more individualized activities that will fit the needs of that learner the next day. (i.e. I may need to find an interactive website with animation that reteaches a skill rather than simply practices it) This cycle will continue daily until all of the skills in the unit are taught. The students will be given an end of unit assessment to determine if learning has taken place. This data will be analyzed closely and compared with pretest data. At this time the post unit survey will be given to my student group. I will meet with each member once again for a post conference. We will discuss their personal test results as well as their impression of mathematics. Again, field notes will be taken and utilized for research purposes. I will reflect upon all of this data to determine if my research question has been answered. If positive results are yielded, I will repeat the intervention with next unit of study, multiplication and division. Membership of Action TeamWes Emlet – Teacher ResearcherMrs. Cordle – Technology Coordinator: will identify interactive activities to be used during the intervention. Mrs. Chappell – Math Resource: will identify students who could benefit from the intervention.Negotiations to be UndertakenAll student participants must return a copy of the minimal risk potential consent form to be completed by a parent or guardian All student participants will receive a permission slip explaining the research proposal to be completed by a parent or guardian All student participants will receive a consent form for recording (during interview) to be completed by a parent or guardianTimelinePhase One: Week One Preliminary Data Collection SurveyInterviewInterest Inventory Content Pretest: Addition and Subtraction Phase Two: Approximately 5 Weeks Teaching with Proposed Intervention Adding Whole NumbersSubtracting Whole NumbersProblem Solving with Addition and SubtractionPhase Three: Week 7Assessment (Post-test) Post Survey Second Interview Research Reflection Phase Four: Ongoing If intervention yields positive results; repeat phases one through three with new content unit: Multiplication & Division ResourcesiPad (1) iPod Touch (2) Laptop (1)PC (2) Internet ConnectionSoftware ProgramsNumeration PlusUnderstanding MathFastt MathMind Point Quiz Show Smart Notebook Resources Survey Pre-surveyPost-surveyInterest Inventory Assessments Pre-testPost-test Permission FormsReferencesMethodologyGuba, E. (1981). Criteria for assessing the trustworthiness of naturalistic inquires. Educational Communication and Technology, 29(2), 75-91. Hensen, K. T. (1996). Teachers as researchers. In J. Sikula (Ed.), Handbook of research on teacher education (2nd ed., pp. 53-66). New York: Macmillan. Johnson, A. (2002). A short guide to action research (3rd ed.). Boston, MA: Allyn & Bacon.McTaggart, R. (1997). Reading the collection. In R. McTaggart (Ed.), Participatory action research (pp. 1-12). Albany, NY: SUNY Press. Mertler, C. (2006). Action research: Teachers as researchers in the classroom. Thousand Oaks, CA: SAGE. Mills, G. (2000). Action research: A guide for the teacher researcher. Upper Saddle River, NJ: Prentice Hall. Schmuck, R. A. (1997). Practical action research for change. Arlington Heights, IL: IRI/Skylight Training and Publishing. Literature ReviewReferencesAnnetta, L., Mangrum, J., Holmes, S., Collazo, K., & Cheng, M.-T. (2009). Bridging reality to virtual reality: Investigating gender effect and student engagement on learning through video game play in an elementary school classroom. International Journal of Science Education, 31(8), 1091-1113.Bednar, J., Coughlin, J., Evans, E., & Sievers, T. (2002). Improving student motivation and achievement in mathematics through teaching to the multiple intelligences. (Master's thesis). Saint Xavier University, Chicago, IL. Bragg, L. A. (2003). Children’s perspectives on mathematics and game playing. Mathematics education research: Innovation, networking, opportunity (Proceedings of the 26th annual conference of the Mathematics Education Research Group of Australasia), Geelong, Australia. (Vol. 1, pp. 160- 167). Bragg, L. A. (2006). The impact of mathematical games on learning, attitudes, and behaviours. Unpublished doctoral thesis, La Trobe University, Melbourne.Bragg, L. (2007). Students' conflicting attitudes towards games as a vehicle for learning mathematics: A methodological dilemma. Mathematics Education Research Journal, 19(1), 29-44. Cruickshank, D. R., & Telfer, R. (2001). Classroom games and simulations. Theory into Practice, 19(1), 75-80. DeBell, M., & Chapman, C. (2006). Computer and internet use by students in 2003. Washington, DC: National Center for Education Statistics.Janes, L. M., Koutsopanagos, C., Mason, D. S., & Villaranda, I. (2000). Improving student motivation through the use of engaged learning, cooperative learning, and multiple Intelligences. (Master's thesis). Saint Xavier University, Chicago, IL.Ke, F. (2008). A case study of computer gaming for math: Engaged learning from gameplay? Computers & Education, 51(4), 1609-1620.Ke, F., & Grabowski, B. (2007). Gameplaying for math’s learning: cooperative or not? British Journal of Educational Technology, 38(2), 249-259.Kim, S., & Chang, M. (2010). Computer games for the math achievement of diverse students. Educational Technology & Society, 13(3), 224-232. Lesser, L.M. (2000). Sum of songs: Making mathematics less monotone! [On-line] AN: 3772801. Mathematics Teacher, 93(5), 372-278. Miller, C. S., Lehman, J. F., & Koedinger, K. R. (1999). Goals and learning in microworlds. Cognitive Science, 23(3), 305–336.Reynolds, A. J. (1999). Educational success in high-risk settings: Contributions of the Chicago longitudinal study. Journal of School Psychology, 37(4), 345-54.Rosas, R., Nussbaum, M., Cumsille, P., Marianov, V., Correa, M., Flores, P., et al. (2003). Beyond Nintendo: Design and assessment of educational video games for first and second grade students. Computers & Education, 40(1), 71-94.Vogel, J. J., Vogel, D. S., Cannon-Bowers, J., Bowers, C. A., Muse, K., & Wright, M. (2006). Computer gaming and interactive simulations for learning: A meta-analysis. Journal of Educational Computing Research, 34(3), 229 - 243.Wehrmann, K. S. (2000). Baby steps: A beginner’s guide. Educational Leadership, 58(1), 20–23.AppendixMath Survey*……………………………………………….………….……………………..AInterest Inventory………………………………………….………….………………………BPre-test……………………………………………….........…………….……………………CPost-test……………………………………………….....…………….……………………..DMinimal Risk Consent Form………………………….…………….………………………..EPermission Form………………………………….………………….....……………………F*Note – The same form will be utilized for the pre and post surveyAppendix A Student Survey You will be completing a survey about math. Please answer each question by circling either agree, disagree or not sure. Take your time and if you have any questions, please ask your teacher for help. Thank you!HOW DO YOU FEEL ABOUT MATH?1. Math is not my strength and I avoid it whenever I can.AgreeDisagreeNot sure2. I am pretty good at math.AgreeDisagreeNot sure3. I hate the challenge of Math.AgreeDisagreeNot sure4. I do not think I could learn math, even if I really tried.AgreeDisagreeNot sure5. Math is boring.AgreeDisagreeNot sure6. Doing math lets me think creatively.AgreeDisagreeNot sure7. Math helps you learn to think better.AgreeDisagreeNot sure8. Math is not that important for most jobs and careers.AgreeDisagreeNot sure9. I like to play games that deal with math.AgreeDisagreeNot sure10. To succeed in school you don't need to be good in math.AgreeDisagreeNot sure11. To succeed in life you need to be able to do math.AgreeDisagreeNot sureAppendix BInterest Inventory 1.? After school, I like to _____________________________.2.? On weekends, I like to _____________________________.3.? I like to collect ___________________________________.4.? I like to learn about ________________________________.5.? I like to read about ________________________________.6.? I like to write about ______________________________.7.? My favorite book is ________________________________.8.? My favorite toy is _________________________________.9.? My favorite sport is _______________________________.10.? My favorite TV program is __________________________.12.? My favorite game is ______________________________.13.? I like to make ___________________________________.15.? My favorite person to play with is ______________.? 16.? With my other friends, I like to _______________________.17.? My favorite person to visit is ____________.? 18.? My favorite fun place is ____________________________.19.? When I grow up, I want to be a _______________________.20. My favorite video game is ___________________________.Math is ________________________________________.I have a computer at home __________________________Appendix C-457200179070Pre-test -228601-223520Appendix D 0295910Post-test Appendix E Minimal Risk Consent Form I, _________________________, agree to participate in a study of individuals involved in the mathematics research that is being conducted by Mr. Wesley Emlet of Loyola University Maryland. The research involves a seven‐week intervention designed to help students with poor perceptions of mathematics become math enthusiasts. The students will utilize math games during math instruction to improve their attitudes towards mathematics. The purpose of this study is to evaluate the effectiveness of this intervention. Mr. Wesley Emlet hopes to use the information obtained from this study to better utilize the technology he has available in his classroom. As a participant, I understand that my involvement in the mathematics research at Loyola will be coincident with my participation in this research project.I understand that periodically (2‐4 times), I will be expected to participate in a number of experimental tasks including the completion of forms, surveys, and interviews relating to my knowledge, attitudes, and behavior, and the occasional observation of my activities. These instruments may include behavioral logs or diaries, attitudinal surveys, activity checklists, and information quizzes. In addition, I have been told that I may be asked to participate further in this research several months after my involvement in the mathematics research has ended. If I am asked to continue participation, I will be told exactly what further participation will entail.I have been informed that any information obtained in this study will be recorded with a code number that will allow Mr. Wesley Emlet to determine my identity. At the conclusion of this study the key that relates my name with my assigned code number will be destroyed. Under this condition, I agree that any information obtained from this research may be used in any way thought best for publication or education, provided that I am in no way identified and my name is not used.I understand that there is a minimum level of risk directly involved with this research and that I am free to withdraw my consent and discontinue participation in this study at any time. A decision to withdraw from the study will not affect the services available to me from Loyola or my participation in the mathematical research.If I have any questions or problems that arise in connection with my participation in this study, I should contact Dr. Marcovitz, the project director at Loyola University. Date ___________________ Signature of Participant ________________________________Date ___________________ Signature of Investigator _______________________________Date ___________________ Witness* ____________________________________________ THIS PROJECT HAS BEEN REVIEWED AND APPROVED BY THE LOYOLA UNIVERSITY MARYLAND INSTITUTIONAL REVIEW BOARD (PHONE: 410‐617‐2561).Appendix F Permission FormDear Parents,Your child has been chosen to participate in a research conducted by his/her classroom teacher Mr. Emlet. The purpose of this research is to improve your child’s perception of mathematics by utilizing a variety of technology programs that are available in their classroom. If you choose to allow your child to participate, they will participate in a daily intervention designed to improve their attitude towards math. During the second half of math class, your child will use software programs on either the classroom computer, laptop, iPad or iPod touch. The programs will be directly related with what was taught during math instruction in the first half of math class. Your child will be asked to participate in a game and then an informal meeting at the conclusion of each math class. The research will take place for approximately seven weeks. They will be asked to participate in a pre and post interview and survey to determine their attitude towards mathematics. There is no risk involved with choosing to participate in the research. Your child has the right to leave the research at any time with no questions asked. Please complete and return the bottom half of this paper. If you have any questions or concerns please feel free to contact me at (410) 222-6440. Thank you very much. Mr. Wesley Emlet ---------------------------------------------------------------------------------------------------------------------I give my child permission to participate in the research being conducting by Mr. EmletSignature________________________________Date___________________________I choose not to allow my child to participate in the researchSignature________________________________Date___________________________If yes, I give Mr. Emlet permission to record my child during the interview that will take place to determine my child’s attitude towards mathematicsSignature________________________________Date___________________________ ................
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