The relationship between individual characteristics and practice behaviour within an adaptive arithmetic learning program.
Background: Although research on mathematics learning programs has taken off in recent years, little is known about how different person characteristics are related to practice behaviour with such programs. When implementing a mathematics learning program in the classroom, it might be important to k...
| Publicado en: | Journal of Computer Assisted Learning Vol. 39; no. 3; pp. 970 - 984 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2023
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| 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=163886546&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 163886546 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2023 vid: 39 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 163886546 161379780 163886546 163886546 10.1111/jcal.12780 163886546 ppf: 970 ppct: 14 formats: tig: atl: The relationship between individual characteristics and practice behaviour within an adaptive arithmetic learning program. aug: au: Hilz, Anna Guill, Karin Roloff, Janina Aldrup, Karen Köller, Olaf affil: Department of Educational Research and Educational Psychology, IPN – Leibniz Institute for Science and Mathematics Education, Kiel, Germany sug: subj: Residence Characteristics Evaluation Social Behavior Evaluation Mathematics Education Learning Methods Program Evaluation Computer-Assisted Instruction Human Male Female Adolescence Schools Germany Prospective Studies Models, Statistical Needs Assessment Learning Environment Experiential Learning Academic Achievement Evaluation Students Psychosocial Factors Self Concept Cognition Anxiety Social Class Child Behavior Educational Status Questionnaires COVID-19 Stay-at-Home Orders Descriptive Statistics Comparative Studies Summated Rating Scaling Coefficient alpha Adolescent: 13-18 years Male Female ab: Background: Although research on mathematics learning programs has taken off in recent years, little is known about how different person characteristics are related to practice behaviour with such programs. When implementing a mathematics learning program in the classroom, it might be important to know whether students with specific characteristics need more encouragement to make use of this learning opportunity. Objectives: Using a supply‐use model, we analysed the predictive power of students' cognitive characteristics (prior mathematics knowledge), personality traits (conscientiousness), motivational‐affective characteristics (mathematics self‐concept and mathematics anxiety), and family background characteristics (socioeconomic status and migration background) for practising with an adaptive arithmetic learning program. Methods: We used longitudinal data from 203 fifth graders from seven non‐academic‐track schools in Germany. Practice behaviour, measured by completed tasks in the learning program, was recorded weekly for every student over a period of 22 weeks. Results and Conclusions: The results of our multilevel analyses showed that mathematics anxious students practised less with the program. We did not find any relationship with the other characteristics. Takeaways: Our results suggest that mathematics anxious students need more encouragement when practising with a mathematics learning program; otherwise, they do not get the chance to benefit from the use. Lay Description: What is already known about this topic: The use of mathematics learning programmes in mathematics education has recently intensified.It is important that students practice with such learning programmes regularly over a longer period of time in order for them to achieve learning success.Students differ in their mathematics learning behaviour. What this paper adds: Little is known about how person characteristics are related to practice behaviour with mathematics learning programmes.Students may differ in their use of a mathematics learning programme, which is why cognitive characteristics, personality traits, motivational‐affective characteristics, and family background characteristics may affect students' practice behaviour. Implications for practice: Mathematics anxious students practiced less with a mathematics learning program, and need more encouragement to benefit equally from the implementation in school.Teachers should keep in mind that after the initial enthusiasm, practice with a programme may decrease over time, especially after school holidays. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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