首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
This study investigated the effects of group personalization of instruction on the mathematics achievement and attitudes of 72 fifth-grade Taiwanese students. Personalization was accomplished by incorporating personal information and preferences provided by students into their mathematics word problems. Students were blocked by ability level, then randomly assigned to a personalized or nonpersonalized version of an instructional program on mathematics word problems. Students made significant pretest-to-posttest gains across treatments and scored significantly higher on personalized than on nonpersonalized posttest problems. However, the personalized treatment did not produce a significant achievement difference over the nonpersonalized one. Significant two-way interactions reflected greater pretest-to-posttest improvement for lower-ability than for higher-ability students and a greater difference between scores on personalized over nonpersonalized posttest problems for lower-ability students. The posttest scores of high-ability students were limited by a ceiling effect. Student attitudes were significantly more favorable toward the personalized instruction.  相似文献   

2.
The effects of studying alone or in cooperative learning groups on high- and average-ability students were investigated. Also examined were the effects of completing computer-based instruction using either a learner- or program-control version of a lesson. A total of 175 fourth-grade students were classified as being of high or average ability and randomly assigned to paired or individual treatments stratified by ability. Students completed training to enhance small-group interaction before completing a computer-based tutorial and a posttest. Following cooperative learning, students demonstrated increased achievement and efficiency as well as better attitudes toward both the computer lesson and grouping. Students completed more practice items and examples in program-control treatments than in learner-control treatments. However, the form of lesson control did not affect students' achievement or attitudes.  相似文献   

3.
Productive failure in mathematical problem solving   总被引：1，自引：0，他引：1  
This paper reports on a quasi-experimental study comparing a “productive failure” instructional design (Kapur in Cognition and Instruction 26(3):379–424, 2008) with a traditional “lecture and practice” instructional design for a 2-week curricular unit on rate and speed. Seventy-five, 7th-grade mathematics students from a mainstream secondary school in Singapore participated in the study. Students experienced either a traditional lecture and practice teaching cycle or a productive failure cycle, where they solved complex problems in small groups without the provision of any support or scaffolds up until a consolidation lecture by their teacher during the last lesson for the unit. Findings suggest that students from the productive failure condition produced a diversity of linked problem representations and methods for solving the problems but were ultimately unsuccessful in their efforts, be it in groups or individually. Expectedly, they reported low confidence in their solutions. Despite seemingly failing in their collective and individual problem-solving efforts, students from the productive failure condition significantly outperformed their counterparts from the lecture and practice condition on both well-structured and higher-order application problems on the post-tests. After the post-test, they also demonstrated significantly better performance in using structured-response scaffolds to solve problems on relative speed—a higher-level concept not even covered during instruction. Findings and implications of productive failure for instructional design and future research are discussed.  相似文献   

4.
This study compared the effectiveness of collaborative group composition and instructional method on reasoning gains and achievement in college biology. Based on initial student reasoning ability (i.e., low, medium, or high), students were assigned to either homogeneous or heterogeneous collaborative groups within either inquiry or didactic instruction. Achievement and reasoning gains were assessed at the end of the semester. Inquiry instruction, as a whole, led to significantly greater gains in reasoning ability and achievement. Inquiry instruction also led to greater confidence and more positive attitudes toward collaboration. Low-reasoning students made significantly greater reasoning gains within inquiry instruction when grouped with other low reasoners than when grouped with either medium or high reasoners. Results are consistent with equilibration theory, supporting the idea that students benefit from the opportunity for self-regulation without the guidance or direction of a more capable peer.  相似文献   

5.
The purpose of this study was to determine the effect of two types of instructional media presenting role models (interactive video and print) and learner sex on attitudes toward instruction. One hundred sixteen unemployed people enrolled in a job training employability skills program participated in the study. Half of the subjects viewed an interactive video presentation of role models including scenes of employers asking job applicants typical interview questions. The other half read a print–based lesson that described typical interviewing situations and questions. Results indicated that both types of instruction were equally effective in enhancing the motivation of adult learners to engage in the instruction. Results also revealed that women perceived both instructional media as significantly more attention–getting, relevant, and satisfying to complete than male subjects.  相似文献   

6.
Low mathematics achievement is a persistent problem in the United States, and multiplication is a fundamental area in which many students manifest learning difficulties. This study examined the strategic developmental levels of multiplication problem solving among 121 elementary school students in Grades 3 through 5. A latent class analysis modeling was used to identify three valid groups representing different patterns of strategy choices for each of three types of multiplication problems. Findings indicated intra-group variability for problem-solving accuracy, for frequency of using different strategies, and for accuracy of executing direct retrieval/algorithm (DR/AG) strategies. Students demonstrated relative consistency in their strategy choices for solving the three problem types. Students who used DR/AG strategies most frequently showed the highest problem-solving accuracy and the highest accuracy of executing the DR/AG strategies. Students who most frequently relied on incorrect operations or who indicated they did not know how to solve problems demonstrated the lowest problem-solving accuracy among the three groups; the number of students in this group increased with problem difficulty levels. Implications are discussed in terms of identifying students' strategic developmental levels and providing differentiated instruction based on the identified levels.  相似文献   

7.
What factor(s) influence the likelihood a student will succeed in college biology? Some researchers have found the primary determinant to be the student's prior knowledge of biology, while others have found it to be reasoning ability. Perhaps the ability of these factors to predict achievement depends on the instructional method employed. Expository instruction focuses primarily on facts and concepts. Therefore, perhaps the best predictor of achievement in expository classes is domain-specific prior knowledge. Inquiry instruction focuses more on how science is done, i.e., on scientific processes; therefore, perhaps the best predictor in inquiry classes is reasoning ability. This study was designed to test these hypotheses. Students enrolled in a nonmajors community college biology course were pretested to determine reasoning ability and prior knowledge. The number of previous biology courses was also recorded as an indicator of prior knowledge. After a semester of either expository or inquiry (learning-cycle) instruction, students took a comprehensive final examination. Reasoning ability but not prior knowledge or number of previous biology courses accounted for a significant amount of variance in final examination score in both instructional methods and with semester examination and quiz scores in inquiry classes. This suggests that reasoning ability limits achievement more than prior knowledge among these biology students, whether they are enrolled in expository or inquiry classes. Reasoning ability explained more of the variance in final examination scores for students enrolled in expository classes (18.8%) than in inquiry classes (7.2%). The reason for this is not clear, but significant improvements in reasoning were found in the inquiry but not in the expository classes. These improvements were accompanied by significant differences in achievement in the inquiry classes. Perhaps the reasoning improvement facilitated the better and more equal achievement for students in the inquiry classes, thus reducing the correlation between initial reasoning ability and final achievement. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 89-103, 1998.  相似文献   

8.
Abstract

The study reported here examined college students’ academic self-efficacy, ‘academic press’ and learning achievement, as well as the association between these three variables within learning contexts using interactive whiteboard-based instruction. A quasi-experimental study was conducted using a sample (n = 103) of first-year college students in China. Participants were taught English by either an interactive whiteboard-based or traditional lecture-based instructional approach for three months. The results showed that the interactive whiteboard-based instructional intervention cultivated higher levels of academic press and academic self-efficacy among students and a significant, positive correlation was identified between these two variables. Students’ learning achievement was not affected by the instructional intervention. These results indicate that interactive whiteboard-based instruction offers some distinct benefits. In future work, additional research is needed to clarify how the instructional model relates to understanding learning achievement.  相似文献   

9.
This study investigated the effect of type of control and level of feedback during computer-based instruction. Subjects completed a computer lesson about the microscope that presented either mandatory or optional practice questions. Practice was accompanied by either elaboration feedback, correct-answer feedback, or no feedback. Results indicated that level of feedback had a significant effect on achievement and attitudes. Implications for including feedback in computer-based instruction are discussed.  相似文献   

10.
A curriculum modification was designed to increase the general reasoning ability of kindergarten children who were lagging in cognitive development. The new instructional program was tested with 22 kindergarters who scored in the lowest 9% on the EAS measure of general learning and reasoning ability taken from SRA's Survey of Basic Skills. The experimental children were given “learning set” instruction on unidimensional classification, unidimensional seriation, and number conservation for four months. They received the instruction in groups of six for 15 minutes two or three times per week during the time usually reserved for mathematics. Control children received the normal mathematics instruction, also in groups of six, for matched sessions. The experimental children made twice the gains of the control children on the EAS measure, and matched their gains on reading and mathematics achievement. It appears that integrated “learning set” training on these three Piagetian concepts may be a potent tool for aiding kindergartners who are falling behind their peers in cognitive development.  相似文献   

11.
Abstract

The effects on student performance and student attitudes of varying the instructional locus of control between students and teachers were investigated. A 2 X 2 factorial design was used that included either teacher regulation or student regulation of 1) the setting of weekly learning goals, and 2) the evaluation of weekly work. After a 4-week period, a mathematics achievement test and a student attitude survey were administered. Results indicated that although teachers set more individual learning goals for students, students who set their own learning goals attained more of them. Students tended to evaluate their work more favorably than teachers, and work evaluations from both teachers and students were higher for students who initially set their own learning goals. In addition, students who were given the opportunity to set their own learning goals reported better goal-setting ability than those for whom goals were externally imposed by the teacher. As predicted, the self-regulated goal setting and evaluation were found to be significantly related to attitudes, but not to mathematics achievement.  相似文献   

12.
The purpose of this exploratory and small‐scale study was to examine the instructional effects of different chunking strategies used to complement animated instruction in terms of facilitating achievement of higher order learning objectives. Eighty‐five students were randomly assigned to three treatment groups: animated program instruction, simple visual‐text (static images and verbal explanation) chunked animated program instruction and the animated complex visual‐text chunked program instruction. The difference between simple and complex chunked instructions is the content. Simple chunks only deal with one content area while the complex chunks explain two or more related content areas. Students interacted with their respective web‐based instructional treatments and completed four criterion measures. Results (ANOVA) indicated that significant differences in achievement were found to exist in facilitating higher order learning objectives when chunking strategies were specifically designed and positioned to complement the animated instruction. Results also indicated that complex chunking is more effective in reducing the cognitive load present in an animated instructional environment, and that students need prerequisite knowledge before being able to profit from animated instruction designed to facilitate higher order learning outcomes.  相似文献   

13.
The present study compared the relative effects of hands-on and teacher demonstration laboratory methods on declarative knowledge (factual and conceptual) and procedural knowledge (problem-solving) achievement. Of particular interest were (a) whether these relationships vary as a function of reasoning ability and (b) whether prior knowledge and reasoning ability predict student achievement. Ninth-grade physical science students were randomly assigned to classes taught by either a hands-on or a teacher demonstration laboratory method. Students' reasoning ability and prior knowledge of science were assessed prior to the instruction. The two instructional methods resulted in equal declarative knowledge achievement. However, students in the hands-on laboratory class performed significantly better on the procedural knowledge test than did students in the teacher demonstration class. These results were unrelated to reasoning ability. Prior knowledge significantly predicted performance on the declarative knowledge test. Both reasoning ability and prior knowledge significantly predicted performance on the procedural knowledge test, with reasoning ability being the stronger predictor.  相似文献   

14.
This article describes a method used to provide mathematics students in colleges of engineering in Japan with supplementary exercises to aid in their learning. The impact of this effort is also described. An online support function enables instructional personnel to individualize the exercise for students whose abilities vary widely. Individualizing exercises helps students to understand a mathematical method used to solve a problem and also the mathematical idea or concept upon which the method is based. The program described here consists of activities that supplement those in the regular lesson. They are designed to help those students who failed to meet certain course objectives or to solve the problems given in the lesson. Students using the individualized program are allowed to select the problems from among the problem exercises available based on the course objectives that they have not yet satisfied. The online support function of the learning environment that the authors developed assists teaching personnel in the otherwise time-consuming preparation of individualizing these activities. Students determine how well they did on the objectives in the regular lesson by visting the Web page for the course. Information is provided on the impact of the activities on student performance in a fundamental mathematics course in the authors college.  相似文献   

15.
This study investigated the effects of cooperative group composition, student ability, and learning accountability on achievement, interaction, and instructional efficiency during computer-based instruction. A total of 125 sixth- and seventh-grade students were randomly assigned to heterogeneous or homogeneous dyads. Groups were designated as having either group or individual account-ability for mastery of lesson content. Cooperative dyads completed a tutorial on a novel symbolic mathematics topic, featuring basic symbol learning and application of the symbols. Indicators of ongoing cooperation were collected during instruction. Five days later, students completed a posttest. Low-ability students interacted more and completed the instruction more efficiently in heterogeneous than in homogeneous groups. High-ability students completed the instruction more efficiently in homogeneous than in heterogeneous groups. Cooperation was significantly related to achievement for heterogeneous ability groups, but not for either homogeneous high- or low-ability students.  相似文献   

16.
This study assessed the effectiveness of the systematic modeling teaching strategy on integrated science process skills and formal reasoning ability. Urban middle school students received a three-month process skill intervention treatment from teachers trained in either the use of systematic modeling or the learning-cycle model. A third, control group received traditional science instruction. The analysis of data revealed that (a) students receiving modeled instruction demonstrated a significant difference in their achievement of process skills when compared to either of the control groups. (b) Students taught by teachers who had received special process skill and strategy training demonstrated a significant difference in their process skill achievement when compared with the control group. (c) Students at different cognitive reasoning levels demonstrated significantly different process skill ability.  相似文献   

17.
Presenting narrative text in computer-based instruction (CBI) is more difficult than in print lessons due to limited screen resolution and display area. The present research aimed at achieving a more compatible match between lesson content and the attributes of the presentation media. Subjects received either a print or CBI statistics lesson containing low-density (concise) narrative text, high-density (conventional) text, or the density type they preferred (learner-control). Results showed the low-density lesson to reduce completion time relative to the high-density version, while yielding equivalent achievement. Subjects receiving the lesson in the print mode had shorter completion times and higher achievement than their CBI counterparts. Attitude results showed that CBI was favorably regarded, but perceived as longer and slow-moving than print. Implications of results for designing instructional material in accord with CBI attributes and learner characteristics are discussed.  相似文献   

18.
This study investigated the effects of personalized instruction on the achievement and attitudes of Taiwanese students on two-step mathematics word problems. A total of 136 fourth-graders in a Taiwanese public school participated in the study. Subjects initially completed a Student Survey on which they chose their favorite foods, sports, stores, classmates, and other selections. The most popular items were then used to create personalized math word problems for the pretest, personalized instructional program, and posttest. Subjects were blocked by ability based on their pretest scores and were randomly assigned within ability levels to either a personalized or nonpersonalized version of the print-based instructional program. After finishing the program, subjects completed a student attitude survey and the posttest. A repeated-measures univariate analysis of variance revealed that subjects in the personalized treatment made significantly greater pretest-to-posttest gains than those in the nonpersonalized treatment. Subjects also performed significantly better on the personalized pretest and posttest problems than on the nonpersonalized problems. Personalized subjects and higher-ability students both had significantly more positive attitudes toward the instructional program than did their nonpersonalized and lower-ability counterparts. This research was conducted while he was a doctoral student at Arizona State University.  相似文献   

19.
The purpose of this study was to evaluate a computer-based strategy for personalizing verbal problems used in mathematics instruction. Personalization was achieved through a computer program that incorporated names of familiar people and events, such as the student’s friends and birth date, into print copies of lesson examples. In two control treatments, concrete (nonadaptive) contexts and abstract contexts were employed. Subjects were 54 fifth- and sixthgraders studying a lesson on division of fractions. Results showed the personalized-context treatment to be advantageous relative to one or both control treatments for (a) solving conventional word problems, (b) solving transfer problems, (c) recognizing rule procedures, and (d) developing favorable attitudes toward materials. Theoretical interpretations of these effects are discussed, along with considerations about the practicality and effectiveness of the present application using print materials compared to an earlier one using CAl.  相似文献   

20.
In this article, we describe how using prediction during instruction can create learning opportunities to enhance the understanding and doing of mathematics. In doing so, we characterize the nature of the predictions students made and the levels of sophistication in students’ reasoning within a middle school algebra context. In this study, when linear and exponential functions were taught, prediction questions were posed at the launch of the lessons to reflect the mathematical ideas of each lesson. Students responded in writing along with supportive reasoning individually and then discussed their predictions and rationale. A total of 395 prediction responses were coded using a dual system: sophistication of reasoning, and the mechanism students appeared to utilize to formulate their prediction response. The results indicate that using prediction provoked students to connect among mathematical ideas that they learned. It was apparent that students also visualized mathematical ideas in the problem or the possible results of the problem. These results suggest that using prediction in fact provides learning opportunities for students to engage in mathematical sense making and reasoning, which promotes students’ understanding of the mathematics that they learn.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号