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dc.contributor.advisorKariuki, Patrick
dc.contributor.authorGlover, Cynthia
dc.descriptionMaster of Education (M.Ed.) Thesis
dc.description.abstractThe 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.en_US
dc.subjectJournaling strategiesen_US
dc.subject5th gradeen_US
dc.subject6th gradeen_US
dc.subjectAfter school programsen_US
dc.subjectMaster of Education (M.Ed.) Thesis
dc.titleThe Effects of Journaling Strategies versus Tradtional Strategies on Math Performance of 5th and 6th Graders at a Selected After School Programen_US

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