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Exploring the Impact of Learning Objects in Middle School Mathematics and Science Classrooms: A Formative Analysis

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Title: Exploring the Impact of Learning Objects in Middle School Mathematics and Science Classrooms: A Formative Analysis
Language: English
Authors: Kay, Robin H., Knaack, Liesel
Source: Canadian Journal of Learning and Technology. Win 2008 34(1).
Availability: Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: cnie-rcie@cnie-rcie.ca; Web site: http://www.cjlt.ca
Peer Reviewed: Y
Page Count: 19
Publication Date: 2008
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Middle Schools
Secondary Education
Junior High Schools
Descriptors: Foreign Countries, Mathematics Instruction, Science Instruction, Middle School Students, Middle School Teachers, Secondary School Mathematics, Secondary School Science, Teacher Attitudes, Student Attitudes, Positive Attitudes, Teaching Methods, Educational Strategies, Mathematics Achievement, Science Achievement, Resource Units, Teacher Surveys
Geographic Terms: Canada
ISSN: 1499-6677
Abstract: The current study offers a formative analysis of the impact of learning objects in middle school mathematics and science classrooms. Five reliable and valid measures of effectiveness were used to examine the impact of learning objects from the perspective of 262 students and 8 teachers (14 classrooms) in science or mathematics. The results indicate that teachers typically spend 1-­2 hours finding and preparing for learning-­object based lesson plans that focus on the review of previous concepts. Both teachers and students are positive about the learning benefits, quality, and engagement value of learning objects, although teachers are more positive than students. Student performance increased significantly, over 40%, when learning objects were used in conjunction with a variety of teaching strategies. It is reasonable to conclude that learning objects have potential as a teaching tool in a middle school environment.
Abstractor: As Provided
Number of References: 33
Entry Date: 2015
Accession Number: EJ1073840
Database: ERIC
FullText Links:
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  Data: Exploring the Impact of Learning Objects in Middle School Mathematics and Science Classrooms: A Formative Analysis
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  Data: Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: cnie-rcie@cnie-rcie.ca; Web site: http://www.cjlt.ca
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  Data: The current study offers a formative analysis of the impact of learning objects in middle school mathematics and science classrooms. Five reliable and valid measures of effectiveness were used to examine the impact of learning objects from the perspective of 262 students and 8 teachers (14 classrooms) in science or mathematics. The results indicate that teachers typically spend 1-­2 hours finding and preparing for learning-­object based lesson plans that focus on the review of previous concepts. Both teachers and students are positive about the learning benefits, quality, and engagement value of learning objects, although teachers are more positive than students. Student performance increased significantly, over 40%, when learning objects were used in conjunction with a variety of teaching strategies. It is reasonable to conclude that learning objects have potential as a teaching tool in a middle school environment.
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      – Text: English
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        PageCount: 19
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Science Instruction
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      – SubjectFull: Middle School Students
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      – SubjectFull: Middle School Teachers
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      – SubjectFull: Secondary School Mathematics
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      – SubjectFull: Secondary School Science
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Positive Attitudes
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      – TitleFull: Exploring the Impact of Learning Objects in Middle School Mathematics and Science Classrooms: A Formative Analysis
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