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Both students and teachers report positive learning benefits, quality, and engagement, with teachers more positive. Student performance rises significantly, exceeding 40%, when varied teaching strategies accompany learning objects, supporting their teaching potential in middle school settings.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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formative analysis  \nRobin H . Kay  \nLiesel Knaack  \nAuthors  \nDr. Robin H. Kay is an assistant professor with the Faculty of Education, at the University Of Ontario Institute Of Technology in Oshawa, Ontario . Correspondence regarding this article can be sent to: [robin.kay@uoit.ca](robin.kay@uoit.ca)  \nDr. Liesel Knaack is an assistant professor with the Faculty of Education, at the University Of Ontario Institute Of Technology in Oshawa, Ontario .  \nAbstract: The current study offers a formative analysis of the impact of learning objects in middle school mathematics and science classrooms . Five reliable and valid measure of effectiveness were used to examine the impact of learning objects from the perspective of 262 students and 8 teachers (14 classrooms) in science or mathematics . The results indicate that teachers typically spend 1 2 hours finding and preparing for learning object based lesson plans that focus on the review of previous concepts . Both teachers and students are positive about the learning benefits, quality, and engagement value of learning objects, although teachers are more positive than students . Student performance increased significantly, over 40%, when learning objects were used in conjunction with a variety of teaching strategies . It is reasonable to conclude that learning objects have potential as a teaching tool in a middle school environment.  \nL’impacte des objets d’apprentissage dans les classes de mathématique et de sciences à l’é cole intermédiaire : une analyse formative  \nRé sumé : Cette étude pré sente une analyse formative de l’impacte des objets d’apprentissagedans les classes de mathématique et de sciences à l’é cole intermédiaire . Cinq mesures derendement fiables et valides ont ét é exploit é es pour examiner l’effet des objets d’apprentissage selon 262 élèves et 8 enseignants (414 classes) en science ou mathématiques . Les ré sultats indiquent que les enseignants passent typiquement 1 2 heures pour trouver des objets d’apprentissage et pré parer les leçons associées qui seraient centré es sur la revue de concepts déjà vus en classe . Quoique les enseignants aient ré pond u de façon plus positive que les élèves, les deux groupes ont ré pond u positivement quant aux avantages au niveau del’apprentissage, à la qualit é ainsi qu’à la valeur motivationnelle des objets d’apprentissage . Lerendement des élèves aurait aussi augmenté de façon significative, plus de 40%, quand les objets d’apprentissage ont ét é exploit é s avec une variét é de straté gies d’enseignement. Il serait donc raisonnable de conclure que les objets d’apprentissage ont un potentiel comme outils d’enseignement à l’é cole intermédiaire .  \nOverview  \nUntil recently, the vast majority of use and research with respect to learning objects has been in the domain of higher education ( e .g., Haughey & Muir head, 2005; Kay & Knaack, in press) .  \nIncreased presence of learning objects in K 6 ( e .g., Bower, 2005; Brush & Saye, 2001; Clarke & Bowe, 2006a, 2006b; Freebody, Muspratt, & McRae, 2007; Kay & Knaack, 2005; Liu & Bera, 2005; Nurmi & Jaakkola, 2006; Rei mer & Moyer, 2005) indicates that there is a need for more research on learning objects in middle school environments . Research on the impact, effectiveness, and usefulness of learning objects in the K 6 domain is limited, partially because comprehensive, theoretically based, reliable, and valid evaluation tools are scarce . The purpose of the current study is to examine the impact of learning objects in middle school classrooms .  \nLiterature Review  \nDefinition and Benefits of Learning Objects  \nLearning objects ( LO) are defined in this paper as “interactive web based tools that support learning by enhancing, amplifying, and guiding the cognitive processes of learners”. This definition was arrived at based on a aggregate of previous definitions (Agostinho, Bennett, Loc","cbCaidMRM03a9OQR","https://ap.wps.com/l/cbCaidMRM03a9OQR","pdf",910291,"English","# Overview\n# Literature Review\n## Definition and Benefits of Learning Objects\n## Impact of Learning Objects in Elementary and Middle Schools","[{\"question\":\"What is the purpose of the study on learning objects in middle school classrooms?\",\"answer\":\"The study examines the impact of learning objects in middle school classrooms, focusing on effectiveness and usefulness in science or mathematics contexts.\"},{\"question\":\"How were the effects of learning objects measured?\",\"answer\":\"Five reliable and valid effectiveness measures were used to evaluate impact from the perspectives of 262 students and 8 teachers across 14 classrooms.\"},{\"question\":\"What do the results indicate about learning objects for student performance and engagement?\",\"answer\":\"Learning objects are associated with positive learning benefits, quality, and engagement value, and student performance increases significantly (over 40%) when used alongside a variety of teaching strategies.\"}]","Exploring the Impact of Learning Objects in Middle School Mathematics and Science Classrooms - A Formative Analysis | PDF",1792085524,48]