This dissertation examines the relative instructional efficiency of virtual fraction manipulatives and physical fraction manipulatives. More specifically, this dissertation uses a randomized experiment to determine if differences in students knowledge of fraction magnitude exist when students learn basic fraction concepts using virtual manipulatives compared to when students learn basic fraction concepts using physical manipulatives. During the experimental study, students spent two weeks learning about fractions using different forms of manipulatives (i.e. physical or virtual), but other important variables such as the teacher, lesson plans, instructional scripts, the type of practice activities assigned to students, and the amount of time students spent practicing using manipulatives were held constant across conditions. Students completed assessments at the end of both the first and second weeks of the intervention, and the results of the assessments indicate that virtual manipulatives are at least as effective as physical manipulatives and possibly more effective. This dissertation also examines the time-efficiency of using virtual rather than physical manipulatives by tracking the number of practice activities students completed on each day of instruction and making comparisons between treatment conditions. Results indicate that when the amount of time spent practicing is held constant, students complete more practice activities using virtual rather than physical manipulatives. However, the impact on student learning of the additional practice is unclear.
| Identifer | oai:union.ndltd.org:VANDERBILT/oai:VANDERBILTETD:etd-04052010-171448 |
| Date | 28 April 2010 |
| Creators | Mendiburo, Maria Angela |
| Contributors | Gautam Biswas, Bethany Rittle-Johnson, Ted Hasselbring, James Guthrie |
| Publisher | VANDERBILT |
| Source Sets | Vanderbilt University Theses |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.vanderbilt.edu//available/etd-04052010-171448/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Vanderbilt University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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