Impacts of Journaling on Mathematical Performance

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dc.access.optionOpen Access
dc.contributor.authorSloop, Emily Evans
dc.contributor.departmentEducation
dc.date.accessioned2020-02-04T15:23:49Z
dc.date.available2020-02-04T15:23:49Z
dc.date.created2019-12
dc.date.issued2019-12-10
dc.date.submittedDecember 2019
dc.date.updated2020-01-29T14:30:27Z
dc.degree.departmentEducation
dc.degree.disciplineMAED-Middle Grades Education
dc.degree.grantorEast Carolina University
dc.degree.levelMasters
dc.degree.nameM.A.Ed.
dc.description.abstractThe purpose of this study was to determine the impact that journaling would have on students’ academic performance in mathematics. Alongside this, student perceptions on writing in the mathematics classroom were also observed through surveys. Journaling was chosen as the instrument to be given to the experimental groups. The study applied an explanatory mixed-methods research design which consisted of a pre-test and survey and post-test and survey to see what changes occurred between the two groups of students that consisted of a mixture of sixty ninth and tenth graders.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/10342/7647
dc.language.isoen
dc.publisherEast Carolina University
dc.subjectjournaling
dc.subjectwriting in mathematics
dc.titleImpacts of Journaling on Mathematical Performance
dc.typeMaster's Thesis
dc.type.materialtext

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Master's Theses
Elementary Education and Middle Grades Education