Personalization of mathematics word problems in Taiwan

Impact of Brain-Based Instructional Strategy on Academic Performance of Deaf Students in Mathematics in Oyo School of Handicapped, Nigeria

“…Several instructional strategies have been recommended for the teaching-learning process of mathematics, which include the use of personalized system of instruction (Kadiri, 2004;Ku & Sullivan, 2000); Clubs and Games (Afuwape, 2002;) combined strategy of concept mapping and problem solving (Awofala, 2000); self-regulatory and cooperative learning strategies (Ifamuyiwa, 2005) and computer and test assisted programmed instruction (Etukudo, 2002).…”

Student performance and attitudes using personalized mathematics instruction

“…The present study was designed to address the unanswered questions from the Ku and Sullivan (2000) research and to investigate the stability of the other findings from that study and other research. The likelihood of a ceiling effect, which confounded interpretation of the personalization versus nonpersonalization issue in the earlier research, was reduced by conducting this study with fourth-grade students instead of fifth graders as in the earlier study.…”

“…The authors' initial study of personalization in Taiwan investigated the effects of group personalization of math word problems on the achievement and attitudes of 72 fifth-grade students (Ku & Sullivan, 2000). Personal informa-tion and preferences provided by students were incorporated into the mathematics word problems for students receiving the personalized treatment.…”

“…The Ku and Sullivan (2000) study left at least two important questions unanswered regarding the effects of personalization. One question was if personalization of mathematics word problems for Taiwanese students would produce a significant achievement difference over nonpersonalization when posttest achievement is not limited by a ceiling effect.…”

“…Mathematics ability level, as determined by scores on the pretest administered prior to the instructional phase of the study, was also included as a variable because it is an important factor in mathematics achievement and because of differential findings by ability level in earlier research on personalization (Dwyer, 1996;Ku & Sullivan, 2000;Lopez & Sullivan, 1991).…”