Publication Date

2021

Document Type

Dissertation/Thesis

First Advisor

Mayall, Hayley J.

Degree Name

Ph.D. (Doctor of Philosophy)

Legacy Department

Department of Educational Technology, Research and Assessment (ETRA)

Abstract

Problem-based learning (PBL) has been implemented to encourage students to learn through problem-solving in the KSA. However, this method does not address students’ capability to apply the knowledge learned and a new learning approach are needed. The current study examined the effects of using a station rotation strategy on students’ achievement, attitude, and educational presence using a sample of 50 male sixth-grade mathematics students in the KSA, using the Community of Inquiry (CoI) as a framework. The findings demonstrated that there were statistically significant, positive effects of the station rotation strategy on student achievement, student attitude, and student education presence toward learning mathematics.The results of this study concur with previous studies of the station rotation successes in student curriculum. Both student achievement and attitude improved in response to the intervention. The KSA education system can use results from this study to inform use of a station rotation strategy in classrooms, as it creates an effective learning environment for students and allows teachers to increase the individual focus on each student.

Extent

173 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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