The Effects of Two Generative Activities on Learner Comprehension of Part-Whole Meaning of Rational Numbers Using Virtual Manipulatives

The study investigated the effects of two generative learning activities on students’ academic achievement of the part-whole representation of rational numbers while using virtual manipulatives. Third-grade students were divided randomly in two groups to evaluate the effects of two generative learning activities: answering-questions and generating-examples while using two virtual manipulatives related to part-whole representation of rational numbers. The study employed an experimental design with pre- and post-tests. A 2x2 mixed analysis of variance (ANOVA) was used to determine any significant interaction between the two groups (answering questions and generating-examples) and between two tests (pre-test and immediate post-test). In addition, a 2x3 mixed analysis of variance (ANOVA) and a Bonferroni post-hoc analysis were used to determine the effects of the generative strategies on fostering comprehension, and to determine any significant differences between the two groups (answering-questions and generating-examples) and among the three tests (pre-test, immediate post-test, and delayed posttest). Results showed that an answering-questions strategy had a significantly greater effect than a generating-examples strategy on an immediate comprehension posttest. In addition, no significant interaction was found between the generative strategies on a delayed comprehension tests. However a difference score analysis between the immediate posttest scores and the delayed posttest scores revealed a significant difference between the answering-questions and the generating-examples groups suggesting that students who used generating-examples strategy tended to remember relatively more information than students who used the answering-questions strategy. The findings are discussed in the context of the related literature and directions for future research are suggested.

Name thesis:degree_name

Ph. D.

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Curriculum and Instruction (Instructional Design and Technology)

Department dc:contributor.department

Learning Sciences and Technologies

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

2008

Author dc:creator

• Trespalacios, Jesus

Chair dc:contributor.committeechair

• Potter, Kenneth R.

Committee members dc:contributor.committeemember

• Moore, David M.
• Cennamo, Katherine S.
• Doolittle, Peter E.
• Lockee, Barbara B.

• Generative learning
• part-whole meaning of rational numbers
• virtual manipulatives

Statement dc:rights

• In Copyright

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Dc Identifier Other

etd-03262008-163552

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/26508