{"id":{"repo_id":"ucf","oai_identifier":"oai:stars.library.ucf.edu:etd-1824"},"canonical_url":"https://search.dev.ndltd.org/etd/ucf/oai:stars.library.ucf.edu:etd-1824","repository":{"repo_id":"ucf","name":"Central Florida","base_url":"https://stars.library.ucf.edu/do/oai/"},"display":{"title":"The Effects Of Hands-on Instructional Strategies On Fourth Grade Students' Attitudes And Performance In Mathematics","abstract":"This study summarizes research conducted in a fourth grade classroom in a suburban elementary school in the fall of 2005. This study investigated the practice of using hands-on instructional strategies, enhanced with technology, to improve students' attitudes and performance in mathematics. The classroom teacher supplemented conventional mathematics instruction with hands-on activities. Attitudinal data were collected using a pre- and post anxiety survey as well as journal writing assignments and student interviews. Performance data was collected using evaluative assessments. Results of this study showed a positive change in students' attitude towards mathematics. Student performance gains were recorded and analyzed throughout the 12-week study. Twenty of the 26 students who participated in the study scored satisfactorily on all evaluative assessments. Data indicated little change was evident in student performance on assessments due to the high performing students who participated in the study.","abstract_html":"This study summarizes research conducted in a fourth grade classroom in a suburban elementary school in the fall of 2005. This study investigated the practice of using hands-on instructional strategies, enhanced with technology, to improve students' attitudes and performance in mathematics. The classroom teacher supplemented conventional mathematics instruction with hands-on activities. Attitudinal data were collected using a pre- and post anxiety survey as well as journal writing assignments and student interviews. Performance data was collected using evaluative assessments. Results of this study showed a positive change in students' attitude towards mathematics. Student performance gains were recorded and analyzed throughout the 12-week study. Twenty of the 26 students who participated in the study scored satisfactorily on all evaluative assessments. Data indicated little change was evident in student performance on assessments due to the high performing students who participated in the study.","abstract_has_math":false,"creators":["Hosack, Lindsey"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Gresham, Regina"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2006,"date_issued":"2006-01-01T08:00:00Z","date_published":"2006-01-01T08:00:00Z","updated_at":"2026-07-24T05:09:25Z","subjects":["mathematics","anxiety","attitudes","hands-on instructional strategies","Education","Science and Mathematics Education"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["CFE0001025"],"render_values":[{"text":"CFE0001025","href":null,"code":true}]}]},"links":{"outbound_url":"https://stars.library.ucf.edu/etd/825","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Gresham, Regina"]},{"key":"dc:creator","label":"Author","values":["Hosack, Lindsey"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:type","label":"Dc Type","values":["Masters Thesis (Open Access)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["mathematics","anxiety","attitudes","hands-on instructional strategies","Education","Science and Mathematics Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["CFE0001025"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://stars.library.ucf.edu/etd/825"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["

If this is your thesis or dissertation, and want to learn how to access it or for more information about readership statistics, contact us at STARS@ucf.edu

","Master of Education (M.Ed.)","College of Education","Teaching and Learning Principles","K-8 Mathematics and Science Education"]},{"key":"dc:description.abstract","label":"Abstract","values":["This study summarizes research conducted in a fourth grade classroom in a suburban elementary school in the fall of 2005. This study investigated the practice of using hands-on instructional strategies, enhanced with technology, to improve students' attitudes and performance in mathematics. The classroom teacher supplemented conventional mathematics instruction with hands-on activities. Attitudinal data were collected using a pre- and post anxiety survey as well as journal writing assignments and student interviews. Performance data was collected using evaluative assessments. Results of this study showed a positive change in students' attitude towards mathematics. Student performance gains were recorded and analyzed throughout the 12-week study. Twenty of the 26 students who participated in the study scored satisfactorily on all evaluative assessments. Data indicated little change was evident in student performance on assessments due to the high performing students who participated in the study."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["The Effects Of Hands-on Instructional Strategies On Fourth Grade Students' Attitudes And Performance In Mathematics"]}]}],"canonical_facts":{"dc:contributor":["Gresham, Regina"],"dc:creator":["Hosack, Lindsey"],"dc:description":["

If this is your thesis or dissertation, and want to learn how to access it or for more information about readership statistics, contact us at STARS@ucf.edu

","Master of Education (M.Ed.)","College of Education","Teaching and Learning Principles","K-8 Mathematics and Science Education"],"dc:description.abstract":["This study summarizes research conducted in a fourth grade classroom in a suburban elementary school in the fall of 2005. This study investigated the practice of using hands-on instructional strategies, enhanced with technology, to improve students' attitudes and performance in mathematics. The classroom teacher supplemented conventional mathematics instruction with hands-on activities. Attitudinal data were collected using a pre- and post anxiety survey as well as journal writing assignments and student interviews. Performance data was collected using evaluative assessments. Results of this study showed a positive change in students' attitude towards mathematics. Student performance gains were recorded and analyzed throughout the 12-week study. Twenty of the 26 students who participated in the study scored satisfactorily on all evaluative assessments. Data indicated little change was evident in student performance on assessments due to the high performing students who participated in the study."],"dc:format":["application/pdf"],"dc:identifier":["CFE0001025"],"dc:identifier.uri":["https://stars.library.ucf.edu/etd/825"],"dc:language":["English"],"dc:subject":["mathematics","anxiety","attitudes","hands-on instructional strategies","Education","Science and Mathematics Education"],"dc:title":["The Effects Of Hands-on Instructional Strategies On Fourth Grade Students' Attitudes And Performance In Mathematics"],"dc:type":["Masters Thesis (Open Access)"]},"updated_at":"2026-07-24T05:09:25Z"}