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How the use of answer keys affects the learning of math for academically weak students

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dc.contributor.advisor Loewen, Craig
dc.contributor.author Fairbairn, Stephen
dc.contributor.author University of Lethbridge. Faculty of Education
dc.date.accessioned 2010-03-29T19:25:56Z
dc.date.available 2010-03-29T19:25:56Z
dc.date.issued 1999
dc.identifier.uri http://hdl.handle.net/10133/1129
dc.description vi, 95 leaves ; 28 cm. -- en
dc.description.abstract The purpose of this study is to investigate the effect of two types of answer keys on the learning of grade 8 math students. This was a year long research project involving a group of 5 grade 8 math students each of which had a previous history of being academically weak in the area of mathematics, as defined by one or more final marks in mathematics of less than 60% (at the elementary school level). These students completed the regular grade 8 math course, using the B.C. curriculum, and their homework was delivered in three different styles; without an answer key, with an answer key consisting of only the correct answers, and an answer key consisting of all of the steps (work) written out for each question. The students were interviewed three times during the school year, and their attitude toward the three types of answer keys was explored. The results of this study strongly suggest that an answer key consisting of all of the steps for each question together with the answer made a positive impact on the selfconfidence and achievement of the students involved in the study. en
dc.language.iso en_US en
dc.publisher Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1999 en
dc.relation.ispartofseries Project (University of Lethbridge. Faculty of Education) en
dc.subject Mathematics -- Study and teaching (Secondary) en
dc.title How the use of answer keys affects the learning of math for academically weak students en
dc.type Thesis en
dc.publisher.faculty Education en

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