Effects of Worked Example on Students’ Learning Outcomes in Complex Algebraic Problems

Adeniji, Saidat Morenike; Baker, Penelope

doi:10.29333/iji.2023.16214a

Cited by 3 publications

(1 citation statement)

References 28 publications

(64 reference statements)

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“…Despite the various instructional strategies developed children struggle to answer challenging problems, despite efforts throughout the world to improve children' arithmetic skills employing a wealth of procedural and conceptual information. Students have reportedly had trouble comprehending algebraic expressions and equations, a comprehension of dynamic role of variables, use of constants and coefficients to isolate unknowns, and use of algebraic knowledge to solve issues in context (Adeniji and Baker 2023). Both elementary mathematical topics and high school topics like derivatives have linguistic difficulties when it comes to word problems.…”

Section: Introductionmentioning

confidence: 99%

The impact of teaching with schemas on structural word challenges

Samreen,

Bi,

Khajanchi

2023

Multidiscip. Sci. J.

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Instruction is adapted for students having a specific learning disability (SLD) that focuses on the fundamental structure of maths recommending problems as an evidence-based practice. Additionally, evidence-based schema-based education is viewed as a practical strategy for students with an SLD. This study expanded upon earlier efforts by (a) utilizing the implementer and a teacher, (b) assessing a flexible intervention's efficiency, and (c) assessing the performance of students on integrated and generalized schema structure issues. There were 12 impaired fourth and fifth graders receiving extra maths teaching in a resource room. The intervention package included arithmetic education based on schema and a problem-solving mnemonic. A multiple-probe approach involving different participant a functional connection was done using groups. Students performed better when given straightforward, generic, and integrated schema structures. The aggregate normalized mean difference between cases (BC-SMD) for this study was 3.05 (CI95 [2.54, 3.60]), while aggregate “Tau-U effect size (ES) was 95% (CI90 [83%, 100%]”).

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Section: Introductionmentioning

confidence: 99%

The impact of teaching with schemas on structural word challenges

Samreen,

Bi,

Khajanchi

2023

Multidiscip. Sci. J.

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How do testing and test-potentiated learning versus worked example method affect medium- and long-term knowledge in abstract algebra for pre-service mathematics teachers?

Muzsnay,

Zámbó,

Szeibert

et al. 2024

Eur J Psychol Educ

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The retention of foundational knowledge is crucial in learning and teaching mathematics. However, a significant part of university students do not achieve long-term knowledge and problem-solving skills. A possible tool to increase further retention is testing, the strategic use of retrieval to enhance memory. In this study, the effect of a special kind of testing versus worked examples was investigated in an authentic educational setting, in an algebra course for pre-service mathematics teachers. The potential benefits of using tests versus showing students worked examples at the end of each practice session during a semester were examined. According to the results, there was no difference between the effectiveness of the two methods in the medium term—on the midterm that students took on the 6th week and the final that students took on the 13th week of the semester, the testing group performed the same as the worked example group. However, testing was more beneficial regarding long-term retention in studying and solving problems in abstract mathematics. Analyzing the results of the post-test that students took five months after their final test, the authors found that the improvement of those students who learned the material with testing was significantly larger than that of the worked example group. These findings suggest that testing can have a meaningful effect on abstract algebra knowledge and a long-lasting impact on solving complex, abstract mathematical problems.

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Students’ Performance and ICT Capabilities in Quadratic Functions Using GeoGebra

Hudu,

Kwakye,

Bornaa

et al. 2024

ejtas

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The study explored the relationship between information and communication technology (ICT) self-efficacies and students’ mathematics performance using the GeoGebra software in teaching quadratic functions to senior high school (SHS) students in the West Gonja Municipality of the savannah region. ICT capabilities were defined as the functionalities offered by ICT in mathematics education that students identify and utilize to address their learning needs, including computational and graphing capabilities. The pre-test/post-test non-equivalent control group design with a quantitative research approach were employed for data collection. A sample of 120 participants were selected from three Senior High Schools in the West Gonja Municipality via the stratified random sampling technique. Data were collected through performance tests and students survey questionnaire and analyzed using descriptive statistics, independent samples t-test and correlation analysis. Notably, the study observed that there was comparable/significant difference between the posttest mean scores of students taught using GeoGebra and students taught without it. The results also indicated GeoGebra as an effective technological tool for improving students’ computational and graphing competencies, both of which revealed significant and positive association with mathematics performance. Analysis of the responses of students' opinions/perceptions of GeoGebra as an ICT tool in teaching quadratic functions revealed an overwhelming majority of students had positive perceptions of GeoGebra, considering it an effective tool for teaching and learning quadratic functions, enhancing their understanding, computational skills, and motivation. They also expressed willingness to recommend it to their peers, indicating strong support for its integration into mathematics education. As a result, the study proposed the full integration of ICT into the SHSs’ curriculum. Additionally, it recommended focusing on enhancing the ICT competencies of SHS students to effectively leverage ICT in their educational endeavors.

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Effects of Worked Example on Students’ Learning Outcomes in Complex Algebraic Problems

Cited by 3 publications

References 28 publications

The impact of teaching with schemas on structural word challenges

The impact of teaching with schemas on structural word challenges

How do testing and test-potentiated learning versus worked example method affect medium- and long-term knowledge in abstract algebra for pre-service mathematics teachers?

Students’ Performance and ICT Capabilities in Quadratic Functions Using GeoGebra

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