Evaluating online resources in terms of classroom environment and student attitudes in middle-grades mathematics
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Quantitative and qualitative research methods were used in evaluating the effectiveness of FCAT Explorer, an online mathematics program, in terms of perceptions of the learning environment and attitudes towards mathematics among middle-school mathematics students in Florida. Overall, there was neither much advantage nor much disadvantage in using the program, a finding that is consistent with the ‘no significant effect’ phenomenon that is common in research on the use of technology in the classroom.
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