Mathematics motivation and achievement as predictors of high school students' guessing and help-seeking with instructional software.
The study was conducted to investigate the relation of adolescent students' mathematics motivation and achievement to their appropriate help-seeking and inappropriate guessing behaviour while using instructional software. High school students ( n = 90) completed brief assessments of mathematics moti...
| Publicado en: | Journal of Computer Assisted Learning Vol. 24; no. 6; pp. 507 - 515 |
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| Autores principales: | , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2008
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| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | The study was conducted to investigate the relation of adolescent students' mathematics motivation and achievement to their appropriate help-seeking and inappropriate guessing behaviour while using instructional software. High school students ( n = 90) completed brief assessments of mathematics motivation and then worked with software for geometry instruction. Students' actions with the software were machine-classified to identify instances of appropriate help-seeking and inappropriate guessing. Mathematics teachers provided information about students' achievement (high, average or at risk of failing math class). Results indicated that students with low math self-concept were most likely to engage in inappropriate guessing behaviour. Students with low math achievement were most likely to engage in appropriate help-seeking while working with the software. |
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