Moses, K. R. (2019, June), Board 23: The Effects of a Mobile Learning Environment on Stident Achievement in a Circuits Analysis Course  Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32304

\bibitem{asee_peer_32304}
  Moses, K. R. (2019, June), \emph{Board 23: The Effects of a Mobile Learning Environment on Stident Achievement in a Circuits Analysis Course}
  Paper presented at 2019 ASEE Annual Conference \& Exposition , Tampa, Florida.
  10.18260/1-2--32304

Kenie R. Moses.  "Board 23: The Effects of a Mobile Learning Environment on Stident Achievement in a Circuits Analysis Course".  2019 ASEE Annual Conference & Exposition , Tampa, Florida, 2019, June.  ASEE Conferences, 2019.  https://strategy.asee.org/32304 Internet.  28 May, 2024

\bibitem{asee_peer_32304}
  Kenie R. Moses.
  "Board 23: The Effects of a Mobile Learning Environment on Stident Achievement in a Circuits Analysis Course".
  \emph{2019 ASEE Annual Conference \& Exposition , Tampa, Florida, 2019, June}.
  ASEE Conferences, 2019.
  https://strategy.asee.org/32304 Internet.  28 May, 2024

@INPROCEEDINGS{asee_peer_32304
author = "Kenie R. Moses"
title = "Board 23: The Effects of a Mobile Learning Environment on Stident Achievement in a Circuits Analysis Course"
booktitle = "2019 ASEE Annual Conference \& Exposition "
year = "2019"
month = "June"
address = "Tampa, Florida"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/32304}
number = {10.18260/1-2--32304}
}

TY  - CPAPER
AB  - This research study examined the effects of using a mobile learning environment (MLE) based tutor that provided scaffolded assistive tutoring on student achievement in a Circuit Analysis (Network Theory) course. Eighty-three college students were randomly assigned into one of three groups and participated the study for an entire semester. Scores from three examinations were recorded from all students throughout the semester. Multilevel longitudinal modeling was used to assess effects of the MLE on student exam scores over three examination periods. The combined experimental group (n = 37) showed statistically significant increases in mean student achievement over the control group. This research proposed that MLE-based digital tutors have the potential to connect anywhere, anytime learning with domain-specific information and provide students with instructional strategies that scaffolds learning.
AU  - Kenie R. Moses
CY  - Tampa, Florida
DA  - 2019/06/15
PB  - ASEE Conferences
TI  - Board 23: The Effects of a Mobile Learning Environment on Stident Achievement in a Circuits Analysis Course
UR  - https://strategy.asee.org/32304
DO  - 10.18260/1-2--32304
ER  -