This quantitative study investigated the effects of kinesthetic learning in an Algebra class in Southern California. Students in this class had not passed Algebra content and were retaking the course for a passing grade as a requirement to graduate from high school. Thirty-four students; eighteen females and sixteen males; consisting of sophomores, juniors and one senior, represented the make-up of the class. Students were provided eight kinesthetic interventions in algebra content on exponential equations and functions. This study measured student achievement and disposition toward math using four instruments: a pre- and post-test and a pre- and post-disposition survey. The independent and paired t-tests were used to compare mean scores between the pre- and post-tests and between the pre- and post-disposition surveys among the whole class and between gender groups. Overall, the study found one statistically significant result, which was a negative change in student disposition from the pre- to post-test on the disposition survey. Other tests, revealed no statistically significant differences.
|Commitee:||Gillentine, Joe, Wu, Zhonghe|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 56/03M(E), Masters Abstracts International|
|Subjects:||Mathematics education, Education, Teacher education|
|Keywords:||Disposition, Kinesthetic, Kinesthetic interventions, Kinesthetic learning, Purposeful movement|
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