Exploring the effects of project-based learning in secondary mathematics education (Record no. 8282)
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| 000 -LEADER | |
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| fixed length control field | 01789nam a22002537a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20240829092859.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 240829b |||||||| |||| 00| 0 eng d |
| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER | |
| International Standard Serial Number | 0022-0671 |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | DSSC |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | Per/510/H749/2016 |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Holmes, Vicki-Lynn |
| 9 (RLIN) | 11497 |
| 130 ## - MAIN ENTRY--UNIFORM TITLE | |
| Uniform title | The Journal of Educational Research |
| 9 (RLIN) | 11399 |
| 245 ## - TITLE STATEMENT | |
| Title | Exploring the effects of project-based learning in secondary mathematics education |
| Statement of responsibility, etc | by Vicki-Lynn Holmes and Yooyeung Hwang |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | pp. 449-463 |
| 336 ## - CONTENT TYPE | |
| Content type term | text |
| 337 ## - MEDIA TYPE | |
| Media type term | unmediated |
| 338 ## - CARRIER TYPE | |
| Carrier type term | volume |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE | |
| Volume number/sequential designation | vol. 109, n5 |
| International Standard Serial Number | 0022-0671 |
| 500 ## - GENERAL NOTE | |
| General note | This mixed-method, longitudinal study investigated the benefits of project-based learning (PBL) on secondary-mathematics students' academic skill development and motivated strategies for learning (i.e., cognitive, social, and motivational). The focus of this study was academic skill development (algebra-and geometry-assessment scores) and other factors related to secondary mathematics learning, with comparable traditional high schoolers serving as the control group. In addition, the relationship between PBL and racially/ethnically and economically diverse secondary students was investigated. Results showed that at-risk and minority students benefited greatly from PBL in learning mathematics. The academic performance gap was present, but its width diminished significantly. Compared to their public school counterparts, PBL students were more intrinsically motivated, showed significantly higher critical thinking skills, and appreciated peer learning. Impact of socioeconomic status on the PBL approach needs further investigation. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Mathematics. |
| 9 (RLIN) | 6644 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Education-Experimental methods |
| 9 (RLIN) | 11480 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Koha item type | Periodical Indexing |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Home library | Current library | Date acquired | Total Checkouts | Full call number | Date last seen | Price effective from | Koha item type | Coded location qualifier |
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| Dewey Decimal Classification | DSSC LEARNING RESOURCE CENTER | DSSC LEARNING RESOURCE CENTER | 2024-08-29 | Per/510/H749/2016 | 2024-08-29 | 2024-08-29 | Periodical Indexing |