Graduate Research

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Browsing Graduate Research by Subject "5th grade"

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    The Effects of Journaling Strategies versus Tradtional Strategies on Math Performance of 5th and 6th Graders at a Selected After School Program
    (2016) Glover, Cynthia; Kariuki, Patrick
    The purpose of this study was to examine the effects of journaling strategies versus traditional strategies on math performance of fifth and sixth grade students in an after school program. The sample consisted of 22 students (11 boys and 11 girls) randomly assigned to experimental and control groups. The control group was taught using traditional lecture-type strategies and the experimental group was taught using journal strategies where students were asked to record mathematical notes, ideas, and problem-solving techniques. Both groups were taught for 20 minutes twice a week for eight weeks. After instruction, both groups were tested and scores compared using independent t-tests. The results indicated that there was no significant difference between the experimental and control groups ((t(20)= 0.426, p>0.05). Also, no significant difference was found between genders when taught using journaling strategies. The results suggest further research and review of this topic.
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    The Effects of Teaching Using Personality Grouping and Traditional Grouping on Students’ Perception of the Classroom Environment
    (2016) Preudhomme, Melissa; Kariuki, Patrick
    The purpose of this research was to determine the effects of teaching using personality trait grouping and traditional grouping on students’ perceptions of the classroom environment. The sample consisted of 16 fifth grade students from an elementary school in Elizabethton, Tennessee. Ten of the students were girls and 6 were boys. Fifteen of the students were Caucasian and one student was Biracial. Of the sample of the sixteen students, 7 were identified as having predominantly introverted personality traits and were the focus of the study. Data were collected using an International Personality Item Pool assessment, a Likert survey, and scores collected from assessments during personality trait and traditional groupings. Data were analyzed using paired samples t-tests. The results indicated no significant difference between the mean scores when students were taught using personality grouping and when taught using mixed grouping. Similarly, there was no significant difference in perceptions of the classroom environment when students were taught using personality trait grouping and traditional grouping. The results suggest further research is needed on this topic.