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You searched for `+publisher:"California State Polytechnic University – Pomona" +contributor:("Riggs, Laurie")`

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California State Polytechnic University – Pomona

1. Ortiz, Belinda L. The Effects of Student Response Systems on Student Achievement and Engagement.

Degree: MS, Mathematics, 2014, California State Polytechnic University – Pomona

URL: http://hdl.handle.net/10211.3/123913

The effects of the use of technology in the classroom have been debated amongst
both researchers and educators. Is there a way to use technology as a tool to improve
student engagement and retention of mathematics content? This paper reports on a mixed methods research project that attempted to answer these questions by investigating the use of student response systems in Algebra 1 classrooms. The response systems allowed students in a treatment group to receive immediate feedback when they were learning to
apply the Pythagorean Theorem. The analysis includes both qualitative data from field
notes and interviews and quantitative analysis of multiple measures from three
assessments. The analysis showed that the use of student response systems had a positive impact on student engagement. An analysis of variance indicated some differences in short-term academic success and long-term retention in relation to students???
understandings of the content, but the differences were not significant.
*Advisors/Committee Members: Riggs, Laurie (advisor).*

Subjects/Keywords: technology in the classroom

Record Details Similar Records

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^{th} Edition):

Ortiz, B. L. (2014). The Effects of Student Response Systems on Student Achievement and Engagement. (Masters Thesis). California State Polytechnic University – Pomona. Retrieved from http://hdl.handle.net/10211.3/123913

Chicago Manual of Style (16^{th} Edition):

Ortiz, Belinda L. “The Effects of Student Response Systems on Student Achievement and Engagement.” 2014. Masters Thesis, California State Polytechnic University – Pomona. Accessed September 21, 2019. http://hdl.handle.net/10211.3/123913.

MLA Handbook (7^{th} Edition):

Ortiz, Belinda L. “The Effects of Student Response Systems on Student Achievement and Engagement.” 2014. Web. 21 Sep 2019.

Vancouver:

Ortiz BL. The Effects of Student Response Systems on Student Achievement and Engagement. [Internet] [Masters thesis]. California State Polytechnic University – Pomona; 2014. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/10211.3/123913.

Council of Science Editors:

Ortiz BL. The Effects of Student Response Systems on Student Achievement and Engagement. [Masters Thesis]. California State Polytechnic University – Pomona; 2014. Available from: http://hdl.handle.net/10211.3/123913

California State Polytechnic University – Pomona

2. Vasquez, Daisy. Enhancing student achievement using GeoGebra in a technology rich environment.

Degree: MS, Mathematics, 2015, California State Polytechnic University – Pomona

URL: http://hdl.handle.net/10211.3/145708

???I???m not good at math??? and ???I hate math??? are common reactions teachers hear from their students. Increasing student motivation and achievement in the classroom is a challenge teachers are faced with. This research project studied the effects that GeoGebra had on student comprehension and retention of math concepts. This research project included 112 high school students all taking geometry from the same teacher. The control and treatment students learned the same material on geometric transformations with the treatment group using interactive GeoGebra activities. A mixed methods approach was used to determine whether GeoGebra impacted student achievement and engagement. Qualitative data was collected in the form of field notes, informal interviews, and examination of artifacts. Quantitative data was collected on three assessments and analyzed in SPSS using a repeated measures analysis of variance (ANOVA). The findings and analyses from the qualitative data and quantitative data, respectively, were used to determine if the use of the GeoGebra software improved students??? level of understanding of abstract concepts, increased students??? comprehension and retention of geometric transformations, and had a positive effect on students??? attitudes towards mathematics, thus enhancing their learning and achievement.
*Advisors/Committee Members: Riggs, Laurie (advisor), Rosin, Amber (committee member).*

Subjects/Keywords: student engagement

Record Details Similar Records

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^{th} Edition):

Vasquez, D. (2015). Enhancing student achievement using GeoGebra in a technology rich environment. (Masters Thesis). California State Polytechnic University – Pomona. Retrieved from http://hdl.handle.net/10211.3/145708

Chicago Manual of Style (16^{th} Edition):

Vasquez, Daisy. “Enhancing student achievement using GeoGebra in a technology rich environment.” 2015. Masters Thesis, California State Polytechnic University – Pomona. Accessed September 21, 2019. http://hdl.handle.net/10211.3/145708.

MLA Handbook (7^{th} Edition):

Vasquez, Daisy. “Enhancing student achievement using GeoGebra in a technology rich environment.” 2015. Web. 21 Sep 2019.

Vancouver:

Vasquez D. Enhancing student achievement using GeoGebra in a technology rich environment. [Internet] [Masters thesis]. California State Polytechnic University – Pomona; 2015. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/10211.3/145708.

Council of Science Editors:

Vasquez D. Enhancing student achievement using GeoGebra in a technology rich environment. [Masters Thesis]. California State Polytechnic University – Pomona; 2015. Available from: http://hdl.handle.net/10211.3/145708

California State Polytechnic University – Pomona

3. Amagrande, Karen L. Persistence factors of graduate math students who began college in a remediated math class.

Degree: Mathematics and Statistics Department, 2015, California State Polytechnic University – Pomona

URL: http://hdl.handle.net/10211.3/145518

Roughly half of students entering college as STEM majors fail to earn a STEM degree, and the number of STEM degree-holders is not enough to meet projected STEM employment. Many STEM students begin college in a remediated classroom and face challenges due to both remediation and STEM coursework. This study follows eight individuals who began in a remediated math class in college, and who were enrolled in, or had already completed, a graduate math program at the time of this study. Commonalities in their reasons for persistence are investigated. Four themes emerged from the data: (1) Participants either demonstrated early determination (i.e. before College Algebra) or fell into a math degree much later (i.e. Calculus or later) due to circumstances which kept them in the STEM pipeline; (2) review of early math materials due to remedial placement was critical to persistence in the field; (3) support systems including family, friends, cohorts (e.g. study groups), and faculty were vital to persistence; and (4) early math jobs provided repeated exposure to foundational math material and helped students to persist in later math classes.
*Advisors/Committee Members: Brown, Stacy A. (advisor), Riggs, Laurie (committee member).*

Subjects/Keywords: STEM

Record Details Similar Records

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^{th} Edition):

Amagrande, K. L. (2015). Persistence factors of graduate math students who began college in a remediated math class. (Thesis). California State Polytechnic University – Pomona. Retrieved from http://hdl.handle.net/10211.3/145518

Note: this citation may be lacking information needed for this citation format:

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} Edition):

Amagrande, Karen L. “Persistence factors of graduate math students who began college in a remediated math class.” 2015. Thesis, California State Polytechnic University – Pomona. Accessed September 21, 2019. http://hdl.handle.net/10211.3/145518.

Note: this citation may be lacking information needed for this citation format:

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Amagrande, Karen L. “Persistence factors of graduate math students who began college in a remediated math class.” 2015. Web. 21 Sep 2019.

Vancouver:

Amagrande KL. Persistence factors of graduate math students who began college in a remediated math class. [Internet] [Thesis]. California State Polytechnic University – Pomona; 2015. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/10211.3/145518.

Note: this citation may be lacking information needed for this citation format:

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Amagrande KL. Persistence factors of graduate math students who began college in a remediated math class. [Thesis]. California State Polytechnic University – Pomona; 2015. Available from: http://hdl.handle.net/10211.3/145518

Not specified: Masters Thesis or Doctoral Dissertation