Students' mathematics word problem-solving achievement in a computer-based story.
The purpose of this study was to investigate the effect of a computer-based story, which was designed in anchored instruction framework, on sixth-grade students' mathematics word problem-solving achievement. Problems were embedded in a story presented on a computer as computer story, and then compar...
| Publicado en: | Journal of Computer Assisted Learning Vol. 31; no. 1; pp. 78 - 96 |
|---|---|
| Autor principal: | |
| Formato: | research Journal Article |
| Publicado: |
Wiley-Blackwell
Feb2015
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=103870733&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 103870733 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2015 vid: 31 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 103870733 100273838 10.1111/jcal.12067 103870733 ppf: 78 ppct: 18 formats: tig: atl: Students' mathematics word problem-solving achievement in a computer-based story. aug: au: Gunbas, N. affil: Kafkas University sug: subj: Mathematics Education Problem Solving Outcomes of Education Storytelling Computer-Assisted Instruction Evaluation Academic Achievement Print Materials Evaluation Human Child Students, Middle School Turkiye Pretest-Posttest Design Experimental Studies Random Assignment Analysis of Covariance Child: 6-12 years ab: The purpose of this study was to investigate the effect of a computer-based story, which was designed in anchored instruction framework, on sixth-grade students' mathematics word problem-solving achievement. Problems were embedded in a story presented on a computer as computer story, and then compared with the paper-based version of the same story and to a condition that presented the problems as typical, isolated word problems (i.e., a non-story condition including only problems). One hundred twenty-eight sixth-grade students from two public middle schools in Turkey participated in this study. In a pretest-posttest experimental design, students were randomly assigned to one of the treatment groups mentioned earlier in which they solved the same mathematics word problems. A one-way analysis of covariance was used to analyse students' achievement in the treatment groups. The results indicated that students who solved the problems in the computer story treatment had significantly higher achievement scores than students who solved the problems in the paper story and isolated word problems treatments. In addition, the story was found to be significantly more effective than the non-story treatment when it was presented on computer. pubtype: Academic Journal doctype: research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|