Needs Assessment Essay Example for Free

Needs Assessment EssayStudents desire more than paper and pencil lessons. According to the National Council of Teachers of mathsematics (NCTM), Technology is driving change in the content of mathematics programs, in methods for mathematics instruction, and in the ways that mathematics is learned and assessed (as cited in Van de Walle, 2004, p. 103). In this study, I want to investigate whether any differences occur in the overall effectiveness of pupil learning of fraction lessons when the information is presented using different types of optical media, in this case, computer versus overhead. The purpose of this study is to describe the impact of presenting fraction math lessons using computer based instruction versus overhead projection presentations. Eighth-grade math students ordain feel more engaged while receiving computer-based instruction versus eighth-grade students who receive overhead projection instruction. The participants are 12 math students at a oculus School. All of the students have basic computer skills. The twelve students are all eighth graders but their scores vary on the math section of the naut mi Educational Assessment Program (MEAP) standardized test.However, the test scores in class show that students struggle with fraction problems. Twelve students leave be promiscuously divided into groups one group of six students will have computer-based instructions on solving problems involving fractions and percentages, compounded percentages and multiple discounts and the other group of six students will have lecture based instruction using the overhead and paper worksheets. The logic of needs assessment can be summarized as a simple(a) equation desired military position actual status = need (Dick, Carey, Carey, 2005).Currently, the desired status is for the math students to score 80% on in-class fraction test. The actual status is that students are scoring between 69 70 %. The need is to improve the scores about ten points. Stu dents become bored taking notes and looking at the overhead information. Students using the computer are forced to be actively engaged. Using students interest in present day engine room gives both sides an advantage in obtaining educational success. The question that still remains is does it give students an edge over paper and pencil taught lessons?A high inculcate in Texas, San Marcos High, put the questions to the test. Teachers were initially impressed with on-line lessons. However, during the assessment phase, it was hard to determine if students were guessing the answers to the multiple choice questions or answering the questions correctly. When questioned why the nurture chose to use the on-line based lessons, Mr. Darnall, the math department head, states Both of us really thought it was a way to capture the students attention (Trotter, 2007).According to Gagnes Nine Events of Instruction, in order for any learning to take place, you must first capture the attention of th e student (Kruse, n. d. ). Computer based lessons will reward this event. The students will be studied in their own groups. Data collection method included pre-test and posttest, interviewing, and observing students. Data will be collected in the form of daily worksheets and graded test. Also, students will completed a questionnaire about how involved they felt in each lesson. Answers from the questionnaire provided insight into the level of comfort students felt in using visual media to learn fractions.Students were observed during each presentation to look for a degree of understanding or misunderstanding. Triangulation is all important(p) to cross-check information and presents an accurate view of the results. Three types of data to allow for triangulation are observing, interviewing, and examining records. These instruments were appropriate because these factors support the action of ensuring that the students have the prerequisite knowledge to produce instruction and support s informing the students what they will learn ( Dick, et al, 2005).Data will be analyzed through the use of descriptive statistics for measures of central tendency (mean, mode, median) and variability (standard deviation) (Gay, Mills, Airasian, 2006). Interviews will be analyzed by grouping similar responses into clusters that address the same issue and develop total scores across an item cluster (Gay et al, 2006). References Dick, W. , Carey, L. , Carey, J. O. (2005). The magisterial design of instruction (6th ed). Allyn Bacon. Gay, L. R. , Mills, G. E. , Airasian, P.(2006). Educational research Competencies for Analysis and applications (8th ed. ).Upper Saddle River, NJ Prentice Hall. Kruse, K. (n. d. ). Gagnes nine events of instruction An introduction. Retrieved February 23, 2008, from http//www. e-learningguru. com/articles/art3_3. htm Trotter, A. (May 9, 2007). School subtracts math schoolbook to add e-lessons, test. Education Week. 26(36), 10-11. Van De Walle, J. A. (20 04). Elementary and middle school mathematics Teaching Developmentally. MA Allyn and Bacon.