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Integrating Technological Assistance in the Standard Curriculum in Order to Improve the Success Rate on the Math Portion of the Pre-Professional Skills Test (PPST)
Article

, University of Cincinnati, United States

JCMST Volume 14, Number 4, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Computer programming exercises were used to enhance the curriculum of second semester mathematics classes for prospective elementary teachers. The exercises emphasized the math concepts and skills tested by the Pre-professional Skills Test (PPST), a standardized examination required for teacher certification in 12 states. The effects of the exercises were measured by testing PPST math score differences between the experimental group and a control group, which received only the standard curriculum. The pre-test consisted of a series of questions modeled closely on PPST math questions, while the post-test consisted of the PPST itself. The results, statistically evaluated by the McNemar Test, show that the experimental group demonstrated a significantly higher success rate for the mathematics portion of the PPST than the control group (p<.01). Consequently, computer programming exercises are shown to be an effective tool for improving math skills and performance on the math portion of the PPST.

Citation

Sasser, J.E. (1995). Integrating Technological Assistance in the Standard Curriculum in Order to Improve the Success Rate on the Math Portion of the Pre-Professional Skills Test (PPST). Journal of Computers in Mathematics and Science Teaching, 14(4), 559-571. Charlottesville, VA: Association for the Advancement of Computing in Education (AACE). Retrieved December 16, 2019 from .

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