Effect of personalization of instructional context on the achievement and attitudes of hispanic students

López, Cecilia; Sullivan, Howard J.

doi:10.1007/bf02296895

Cited by 53 publications

(40 citation statements)

References 22 publications

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“…The attitude data clearly indicated student preference for personalized instruction, a result consistent with the findings in previous studies (Ku & Sullivan, 2000;Lopez & Sullivan, 1992;. The strongest differences, all at the .001 level, were on items stating that the program was interesting; the program had many familiar persons, places, and things; and the program was easy.…”

Section: Discussionsupporting

confidence: 87%

“…Mayer notes that students exert more effort and are more successful solving problems that interest them than problems that do not. Several researchers have cited greater student interest and motivation as reasons for better performance under personalized instruction (Cordova & Lepper, 1996;Lopez & Sullivan, 1992;. The reduced-cognitive-load and increased-interest explanations appear to be compatible with one another rather than being alternative or competing explanations.…”

mentioning

confidence: 99%

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Student performance and attitudes using personalized mathematics instruction

Sullivan

2002

ETR&D

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Data from the National Assessment of Educational Progress (1992a, 1992b indicate that mathematics word problems are difficult for students at all age levels in elementary and secondary schools. A major cause of the difficulty appears to be student inability to convert the problems into the math operations that must be performed to solve them (Hart, 1996). Some researchers have also noted that lack of familiarity with word problem structures may also contribute to poor student performance (Mayer, 1982;Rosen, 1984).Comprehending a problem well enough to determine the correct operations to perform is, of course, an essential skill for solving math word problems. Several authors have argued that students are better able to comprehend and solve word problems when the problems are framed in a real-world context

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Section: Discussionsupporting

confidence: 87%

mentioning

confidence: 99%

Student performance and attitudes using personalized mathematics instruction

Sullivan

2002

ETR&D

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“…DavisDorsey et al (1991) in a study using a variation of the Ross personalisation paradigm found that fifth graders benefitted from personalisation and gender also yielded a significant main effect for fifth graders in favour of females. In an earlier study Lopez (1989) found no significant gender effect in his personalisation of mathematics word problem. This study is at variance to the one conducted by Murphy and Ross (1990) in their investigation whether gender may be a factor in student preferences and in solving mathematics story problems, using an integrated story line between story problems.…”

Section: Introductionmentioning

confidence: 81%

Effect of Personalisation of Instruction on Students’ Motivation to learn Mathematics Word Problems in Nigeria

Awofala¹

2016

Turkish Journal of Computer and Mathematics Education (TURCOMAT)

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This study investigated the effect of personalisation of instruction on the motivation to learn mathematics word problems of 450 senior secondary students in Nigeria within the blueprint of quasiexperimental research of Solomon Four non-equivalent control group design. It also examined the influence of gender on motivation to learn mathematics word problems and personalisation was accomplished by incorporating selected information with students" personal preferences into their mathematics word problems. Motivation to learn mathematics word problems was measured by the mathematics word problems motivation questionnaire and data collected for the study were analysed using the independent samples t-test and one way ANOVA. The results showed significant main effect of personalization of instruction on students" motivation to learn mathematics word problems whereas no significant main effect of gender was found on the dependent measure.

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“…Similar effects have been found with 5 th th and 6 th th grade students [13]. Personalized instruction has also been demonstrated to increase the engagement and learning outcomes of minority groups [14,e.g. Hispanic].…”

Section: Introductionsupporting

confidence: 70%

Open Community Authoring of Targeted Worked Example Problems

Aleahmad

Aleven

Kraut

Intelligent Tutoring Systems

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Abstract. Open collaborative authoring systems such as Wikipedia are growing in use and impact. How well does this model work for the development of educational resources? In particular, can volunteers contribute materials of sufficient quality? Could they create resources that meet students' specific learning needs and engage their personal characteristics? Our experiment explored these questions using a novel web-based tool for authoring worked examples. Participants were professional teachers (math and non-math) and amateurs. Participants were randomly assigned to the basic tool, or to an enhanced version that prompted authors to create materials for a specific (fictitious) student. We find that while there are differences by teaching status, all three groups make contributions of worth and that targeting a specific student leads contributors to author materials with greater potential to engage students. The experiment suggests that community authoring of educational resources is a feasible model of development and can enable new levels of personalization.

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Effect of personalization of instructional context on the achievement and attitudes of hispanic students

Cited by 53 publications

References 22 publications

Student performance and attitudes using personalized mathematics instruction

Student performance and attitudes using personalized mathematics instruction

Effect of Personalisation of Instruction on Students’ Motivation to learn Mathematics Word Problems in Nigeria

Open Community Authoring of Targeted Worked Example Problems

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