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A study of the effects of screen position on sixth-grade student accuracy scores and student response times while completing a computer-generated mathematics exercise
Abstract
The purpose for conducting this study was to determine the effects of screen position of a mathematics exercise on sixth grade student accuracy scores and response times while completing a computer generated mathematics exercise. To determine the effects of screen position of mathematics exercises on accuracy scores and response times of sixth grade students two dependent variables (accuracy scores and response time) were used with one independent variable (screen position). The Computer Generated Mathematics Exercise Program was the instrument designed to be used in this study. The program was administered to a sample of 190 sixth grade students from one southwest Iowa and three northwest Missouri elementary schools. The statistical procedure used was a multivariate analysis of variance (MANOVAS) on the dependent variables (accuracy scores and response times) and the independent variable (screen position). The results indicated there was no significant effect of varying the screen position of computerized mathematics exercises on sixth grade student accuracy scores and response times while completing a computer generated mathematics exercise. The results supported the hypothesis that the screen position of mathematics exercises has no effect on sixth grade accuracy scores and response times.
Subject Area
Curricula|Teaching|Computer science|Elementary education|Mathematics education
Recommended Citation
Dixon, Terry Phillip, "A study of the effects of screen position on sixth-grade student accuracy scores and student response times while completing a computer-generated mathematics exercise" (1988). ETD collection for University of Nebraska-Lincoln. AAI8907528.
https://digitalcommons.unl.edu/dissertations/AAI8907528