Annotated Bibliography #1
Chung Kwan, L., & Khe Foon, H. (2017).
Using "First Principles of Instruction" to
Design Secondary School Mathematics
Flipped Classroom: The Findings of Two
Exploratory Studies. Journal Of
Educational Technology & Society, 20(1),
222-236.
In this paper, the researchers designed a flip classroom for both underachieving students as well as high achieving students. The researchers gave each class of students a pre-test and a post-test to measure the content learned. Both tests had different questions but were of the same time duration and difficulty level. The flipped classroom included nightly video lectures with notes to learn more skills followed by a short multiple choice quiz online. The results of the experiments were that the students enjoyed the flip classroom because they could pause the lesson when need be or skip parts so it catered to their pace of learning. During actual face to face class time, the students were allowed to collaborate with their fellow students to work through more difficult problems and check their answers.
“For Example, if students do not understand the materials presented in the video lectures, they can pause or replay the instruction videos for revision.” (pg. 222)
“The mini-lectures could be paused at any time or be played back repeatedly so that students could learn at their own pace.” (pg. 224)
“Third, we mainly employed Khan-style tutorial style since the natural motion of human handwriting can be more engaging than static computer-generated fonts.” (pg. 225)
This study was conducted and published by two students from the University of Hong Kong. They conducted their own experiment as well as implemented prior experiments to consider during their study. This source is also credible because it was published by the Educational Technology and Society which is an internationally acclaimed source.
I will most likely use this source to help develop my essential question. This was a helpful source because it illuminated some of the practices and their benefits that my mentor is already using. Some of the most used techniques by her are youtube video lesson reviews with Khan style videoing. This also has a great experiment set up that I could use to conduct my own research in the future with my capstone.
Annotated Bibliography #2
Mau, Wei-Cheng and Richard Lynn. "Gender
Differences in Homework and Test Scores in
Mathematics, Reading and Science at Tenth and
Twelfth Grade." Psychology, Evolution &
Gender, vol. 2, no. 2, Aug. 2011, pp. 119-125.
EBSCOhost, doi:10.1080/14616660050200904.
In this doctoral dissertation, the gender differences in homework and test scores in math were studied in this correlational study of tenth and twelfth graders. The data used was obtained from the National Educational Longitudinal Study (NELS) and was then computed to get means and standard deviations of test scores and amount of homework done. It was found that tenth grade boys score higher on mathematics assessments whereas girls possessed higher cumulative grades than the boys. This could be for a variety of reasons such as the tendency for girls to be more consistently hard working versus their male counterparts. This dissertation examined not only the statistics involved with this study but also the possible reasons behind it. However, just because there is a correlation between gender and how well they do in mathematics, there is not necessarily a causation.
Some possible quotes that I could use from the article are:
“It has been widely found that females tend to perform better in coursework and examinations than would be predicted from their scores on tests of aptitude, intelligence, or knowledge,” (pg 1-2).
“Among high school students, males tend to perform better on tests in mathematics but females tend to do better on grades,” (pg 2).
“The first is that females have a stronger work ethic than males which motivates them to expend greater effort on coursework and preparation for examinations,” (pg 2 ).
This source is credible because it is a doctoral dissertation written by Wei-Cheng Mau and Richard Lynn from Wichita State University and the University of Ulster, Coleraine, Ireland respectively. Since they obtained all raw data from a government agency and they simply computed statistics from the given data, their conclusions are credible and reliable. The source was also found through the Galileo website, and this archives many credible sources as a student resource.
I will use this article to help me in the process of helping of collecting my data and then finding the statistical significance of it as well. By comparing my results to the ones found in this article to come to a comparable conclusion. This article adds a template for my research as well as an object for comparison.
Annotated Bibliography #3
Bernard R. McCoy. "Digital Distractions in the Classroom Phase II:
Student Classroom Use of Digital Devices for Non-Class Related
Purposes" Journal of Media Education Vol. 7 Iss. 1 (2016) p. 5 - 32.
This dissertation examined the amount and frequency that Millennial college students used digital devices for non-class purposes. The study found that the surveyed students spent 20.6% of class time on their devices. This distracted time was added up across the found 11.43 times the students were on their devices during class. This "lost" time contributed to student's self-actualized consequences such as lower final grades.
Potential quotes I could use for my capstone presentation would be:
"Research indicates the frequency of classroom distractions that college students experience due to the use of digital devices is increasing," (pg. 13).
"A comparison analysis indicated graduate students (7.2 times a day and 15% of class time) were less likely to use digital devices for non-class purposes than undergraduates (11.7 times a day and 20.9% of class time). This suggests that classroom digital distractions may lessen with age because older students are better self-regulated learners who are able to block out distractions in a classroom environment," (pg. 15).
This article is a reliable source because it is derived from an educational website, (unl.edu) as well as the studies it mentions are also accredited observational studies from other universities. This article was also published in 2016, so the statistics and the cultural norms apply to today's students.
Even though my study includes high school sophomores exclusively, it is a goof study to have a baseline for their future endeavors. This study will most definitely reap many similar results to my study, but my study includes the impact on class performance numerically, instead of this study's qualitative approach.