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ACHIEVEMENT AND GENDER IN COMPUTER-INTEGRATED CALCULUS

巻 2, 発行 1&2, 1995, pp. 113-121
DOI: 10.1615/JWomenMinorScienEng.v2.i1-2.80
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要約

This study investigated relationships between gender and achievement in a computer-integrated first year college mainstream calculus course in comparison with a similar non-computer-integrated course. The researcher analyzed data from an experimental study conducted at the University of Connecticut at Storrs in 1993−1994. Instruments for the quantitative research included the common final examination scores. The statistical analysis methods ANOVA and ANCOVA were used. Results of the achievement study indicated that students in the computer-integrated course performed significantly better on the common final exam in fall 1993 and suggested that female students in the computer-integrated calculus course benefited more than any other subgroup.

によって引用された
  1. Connors Mary Ann, Technology in mathematics education: A personal perspective, Journal of Computing in Higher Education, 8, 2, 1997. Crossref

  2. Hurley James F., Koehn Uwe, Ganter Susan L., Effects of Calculus Reform: Local and National, The American Mathematical Monthly, 106, 9, 1999. Crossref

  3. Wiest Lynda R., The Role of Computers in Mathematics Teaching and Learning, Computers in the Schools, 17, 1-2, 2001. Crossref

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