The Impact of Contact Lessons on Learning Outcomes in Mathematics

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60460709%3A41110%2F11%3A51086" target="_blank" >RIV/60460709:41110/11:51086 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

The Impact of Contact Lessons on Learning Outcomes in Mathematics

Popis výsledku v původním jazyce

In this study, we concentrate to the analysis of learning outcomes of a specific group of distance learning students. The objective is to examine the impact of additional contact lectures on their results measured by the didactic test score and final mark. For this purpose, we analyze acquired data on learning outcomes by statistical methods and statistical significance testing, respectively. In total, we find that there is no statistically significant difference in performance of the students who attended the additional contact lecture and who did not. But we also find a distortion in our primary data; there was a small group of students with excellent results who did not attended the additional contact lecture but organized another type of contact learning by themselves. After redesigning the compared groups, the results of the group of students attending the additional lecture were significantly better according to both average test score and average final mark.

Název v anglickém jazyce

The Impact of Contact Lessons on Learning Outcomes in Mathematics

Popis výsledku anglicky

In this study, we concentrate to the analysis of learning outcomes of a specific group of distance learning students. The objective is to examine the impact of additional contact lectures on their results measured by the didactic test score and final mark. For this purpose, we analyze acquired data on learning outcomes by statistical methods and statistical significance testing, respectively. In total, we find that there is no statistically significant difference in performance of the students who attended the additional contact lecture and who did not. But we also find a distortion in our primary data; there was a small group of students with excellent results who did not attended the additional contact lecture but organized another type of contact learning by themselves. After redesigning the compared groups, the results of the group of students attending the additional lecture were significantly better according to both average test score and average final mark.

Druh

D - Stať ve sborníku

CEP obor

AE - Řízení, správa a administrativa

OECD FORD obor

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Projekt

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Návaznosti

Z - Vyzkumny zamer (s odkazem do CEZ)

Rok uplatnění

2011

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

Efficiency and Responsibility in Education 2011

ISBN

978-80-213-2183-0

ISSN

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e-ISSN

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Počet stran výsledku

9

Strana od-do

93-101

Název nakladatele

CULS Prague

Místo vydání

Praha

Místo konání akce

Praha

Datum konání akce

9. 6. 2011

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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