{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/21037"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/21037","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The effects of problem-solving software on the problem-solving ability of secondary school students","abstract":"Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:48:03Z Item is restricted indefinitely.","abstract_html":"Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:48:03Z Item is restricted indefinitely.","abstract_has_math":false,"creators":["Funkhouser, Charles Peter"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Dennis, J. Richard"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-07T12:56:31Z","date_published":"2011-05-07T12:56:31Z","updated_at":"2026-07-22T22:25:17Z","subjects":["Education, Mathematics","Education, Secondary","Education, Technology of"],"languages":["eng"],"rights":["Copyright 1990 Funkhouser, Charles Peter"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9026186","(UMI)AAI9026186"],"render_values":[{"text":"AAI9026186","href":null,"code":true},{"text":"(UMI)AAI9026186","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/21037","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dennis, J. Richard"]},{"key":"dc:creator","label":"Author","values":["Funkhouser, Charles Peter"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-05-07T12:56:31Z","10000-01-01","1990"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Mathematics","Education, Secondary","Education, Technology of"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 1990 Funkhouser, Charles Peter"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9026186","(UMI)AAI9026186","http://hdl.handle.net/2142/21037"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:48:03Z Item is restricted indefinitely.","Restriction data tranferred 2014-07-01T11:21:44-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission","The effects of problem solving software on the problem solving ability and attitude toward mathematics of secondary school students was investigated. The 40 experimental and 31 control subjects were students enrolled in geometry or second year algebra courses. The experimental group was given supplemental instruction with computer-related activities involving problem solving software. The control group was involved in regular coursework supplemented by miscellaneous mathematics lab activities.","The Nonequivalent Control Group Design as described by Campbell and Stanley (1966) was used. The problem solving pretest and posttest were derived from a problem solving test developed by Mayer, Dyck, and Vilberg (1986). The attitude assessment was a variation of the mathematics component of the National Assessment of Educational Progress developed and administered since the 1960s by Educational Testing Services.","A One-way Analysis of Variance and an Analysis of Covariance were used to test the two hypotheses posited for the study related to problem solving ability. No interactions between group and treatment were significant at the.05 level. Significance was approached, however, for one of the problem solving subskills, Spatial Ability (p =.13).","A narrative was presented to discuss the findings for the two hypotheses related to attitude toward mathematics. Positive gains in attitude toward mathematics, especially attitudes related to mathematics and self and mathematics as a discipline, were made by the experimental group. The hypotheses related to attitude toward mathematics were supported by these findings.","An analysis of the data indicated a serendipitous finding. A significantly greater mathematics performance score (p =.004) was found for the students involved in computer-related activities than for students not engaged in such activities. It was recommended that future research investigate the relationship between problem solving software and overall mathematics performance.","Made available in DSpace on 2011-05-07T12:56:31Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9026186.pdf: 7454313 bytes, checksum: 434222a8976c24438c312114e24cebd8 (MD5) Previous issue date: 1990","ETDs are only available to UIUC Users without author permission","U of I Only"]},{"key":"dc:title","label":"Title","values":["The effects of problem-solving software on the problem-solving ability of secondary school students"]}]}],"canonical_facts":{"dc:contributor":["Dennis, J. Richard"],"dc:creator":["Funkhouser, Charles Peter"],"dc:date":["2011-05-07T12:56:31Z","10000-01-01","1990"],"dc:description":["Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:48:03Z Item is restricted indefinitely.","Restriction data tranferred 2014-07-01T11:21:44-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission","The effects of problem solving software on the problem solving ability and attitude toward mathematics of secondary school students was investigated. The 40 experimental and 31 control subjects were students enrolled in geometry or second year algebra courses. The experimental group was given supplemental instruction with computer-related activities involving problem solving software. The control group was involved in regular coursework supplemented by miscellaneous mathematics lab activities.","The Nonequivalent Control Group Design as described by Campbell and Stanley (1966) was used. The problem solving pretest and posttest were derived from a problem solving test developed by Mayer, Dyck, and Vilberg (1986). The attitude assessment was a variation of the mathematics component of the National Assessment of Educational Progress developed and administered since the 1960s by Educational Testing Services.","A One-way Analysis of Variance and an Analysis of Covariance were used to test the two hypotheses posited for the study related to problem solving ability. No interactions between group and treatment were significant at the.05 level. Significance was approached, however, for one of the problem solving subskills, Spatial Ability (p =.13).","A narrative was presented to discuss the findings for the two hypotheses related to attitude toward mathematics. Positive gains in attitude toward mathematics, especially attitudes related to mathematics and self and mathematics as a discipline, were made by the experimental group. The hypotheses related to attitude toward mathematics were supported by these findings.","An analysis of the data indicated a serendipitous finding. A significantly greater mathematics performance score (p =.004) was found for the students involved in computer-related activities than for students not engaged in such activities. It was recommended that future research investigate the relationship between problem solving software and overall mathematics performance.","Made available in DSpace on 2011-05-07T12:56:31Z (GMT). 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