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A comparison study of web-based and traditional instruction on pre-service teachers’ knowledge of fractions
Article

, Southern Illinois University Carbondale, United States

CITE Journal Volume 9, Number 3, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

This study investigated the comparative efficiency of Web-based instruction (WBI) and traditional teaching methods on preservice teachers’ fraction knowledge. Students’ knowledge of fractions was measured using a Fraction Knowledge Test. The test consisted of 32 items and was administered as pre- and posttests to a total of 42 preservice teachers in two intact classes at the same university. One of the classes was randomly assigned as the experimental group (n = 21) and was given WBI. The other class was assigned as a control group (n = 21) and was given traditional instruction. Analysis of covariance was used to determine treatment effects on students’ knowledge of fractions when the pretest result was used as a covariate. The analysis of results showed a statistically significant difference between the experimental and the control groups’ posttest mean scores in favor of the experimental group.

Citation

Lin, C.Y. (2009). A comparison study of web-based and traditional instruction on pre-service teachers’ knowledge of fractions. Contemporary Issues in Technology and Teacher Education, 9(3), 257-279. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved August 19, 2019 from .

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