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The Effects of Differentiating Instruction by Learning Styles on Problem Solving in Cooperative Groups

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Title: The Effects of Differentiating Instruction by Learning Styles on Problem Solving in Cooperative Groups
Language: English
Authors: Westbrook, Amy F.
Source: Online Submission. 2011M.Ed. Thesis, LaGrange College.
Peer Reviewed: N
Page Count: 123
Publication Date: 2011
Document Type: Dissertations/Theses - Masters Theses
Tests/Questionnaires
Education Level: High Schools
Secondary Education
Descriptors: Individualized Instruction, Cognitive Style, Homogeneous Grouping, Cooperative Learning, Problem Solving, Mathematics Instruction, Student Attitudes, Action Research, Control Groups, Experimental Groups, Grade 9, High School Students, Secondary School Mathematics, Scoring Rubrics, Attitude Measures, Answer Sheets, Student Surveys
Geographic Terms: Georgia
Abstract: It can be difficult to find adequate strategies when teaching problem solving in a standard based mathematics classroom. The purpose of this study was to improve students' problem solving skills and attitudes through differentiated instruction when working on lengthy performance tasks in cooperative groups. This action research studied for 15 days whether students in a treatment group (n = 28), who were grouped by learning styles (auditory, kinesthetic, and visual), would display greater ability learning the standards or display better attitudes towards problem solving when compared to a control group (n = 28) who were grouped in random cooperative groups. When the qualitative and quantitative data were analyzed, the results demonstrated that the treatment group did not show significant gains when compared to random cooperative groups. The following are appended: (1) Instructional Unit Plan: Quadratic Investigations; (2) Peer-Review Instructional Plan Rubric; (3) Unit 5 Math I Test: Factoring and Solving Quadratics; (4) Student Problem Solving Attitudes Scale; (5) Performance Task Answer Sheet; (6) Product Grading Rubric; (7) Learning Channel Preference; (8) Learning Style Menu; (9) Note Taking for Reflective Journal; (10) Reflective Journal Prompts; and (11) Learning Style Survey. (Contains 12 tables.)
Abstractor: As Provided
Number of References: 39
Entry Date: 2012
Accession Number: ED529983
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
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  Data: The Effects of Differentiating Instruction by Learning Styles on Problem Solving in Cooperative Groups
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  Data: <searchLink fieldCode="SO" term="%22Online+Submission%22"><i>Online Submission</i></searchLink>. 2011M.Ed. Thesis, LaGrange College.
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  Data: 123
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  Data: Dissertations/Theses - Masters Theses<br />Tests/Questionnaires
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  Data: <searchLink fieldCode="DE" term="%22Individualized+Instruction%22">Individualized Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Style%22">Cognitive Style</searchLink><br /><searchLink fieldCode="DE" term="%22Homogeneous+Grouping%22">Homogeneous Grouping</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Action+Research%22">Action Research</searchLink><br /><searchLink fieldCode="DE" term="%22Control+Groups%22">Control Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Experimental+Groups%22">Experimental Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Mathematics%22">Secondary School Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Scoring+Rubrics%22">Scoring Rubrics</searchLink><br /><searchLink fieldCode="DE" term="%22Attitude+Measures%22">Attitude Measures</searchLink><br /><searchLink fieldCode="DE" term="%22Answer+Sheets%22">Answer Sheets</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Surveys%22">Student Surveys</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Georgia%22">Georgia</searchLink>
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  Label: Abstract
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  Data: It can be difficult to find adequate strategies when teaching problem solving in a standard based mathematics classroom. The purpose of this study was to improve students' problem solving skills and attitudes through differentiated instruction when working on lengthy performance tasks in cooperative groups. This action research studied for 15 days whether students in a treatment group (n = 28), who were grouped by learning styles (auditory, kinesthetic, and visual), would display greater ability learning the standards or display better attitudes towards problem solving when compared to a control group (n = 28) who were grouped in random cooperative groups. When the qualitative and quantitative data were analyzed, the results demonstrated that the treatment group did not show significant gains when compared to random cooperative groups. The following are appended: (1) Instructional Unit Plan: Quadratic Investigations; (2) Peer-Review Instructional Plan Rubric; (3) Unit 5 Math I Test: Factoring and Solving Quadratics; (4) Student Problem Solving Attitudes Scale; (5) Performance Task Answer Sheet; (6) Product Grading Rubric; (7) Learning Channel Preference; (8) Learning Style Menu; (9) Note Taking for Reflective Journal; (10) Reflective Journal Prompts; and (11) Learning Style Survey. (Contains 12 tables.)
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  Data: 39
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  Data: 2012
– Name: AN
  Label: Accession Number
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  Data: ED529983
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 123
    Subjects:
      – SubjectFull: Individualized Instruction
        Type: general
      – SubjectFull: Cognitive Style
        Type: general
      – SubjectFull: Homogeneous Grouping
        Type: general
      – SubjectFull: Cooperative Learning
        Type: general
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Action Research
        Type: general
      – SubjectFull: Control Groups
        Type: general
      – SubjectFull: Experimental Groups
        Type: general
      – SubjectFull: Grade 9
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Secondary School Mathematics
        Type: general
      – SubjectFull: Scoring Rubrics
        Type: general
      – SubjectFull: Attitude Measures
        Type: general
      – SubjectFull: Answer Sheets
        Type: general
      – SubjectFull: Student Surveys
        Type: general
      – SubjectFull: Georgia
        Type: general
    Titles:
      – TitleFull: The Effects of Differentiating Instruction by Learning Styles on Problem Solving in Cooperative Groups
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            NameFull: Westbrook, Amy F.
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              Type: published
              Y: 2011
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            – TitleFull: Online Submission
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