Effects of Personalized Instruction on Mathematics Word Problems in Taiwan.Report as inadecuate

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This study investigated the effects of personalized instruction on the achievement and attitudes of Taiwanese students on two-step mathematics word problems. A total of 136 fourth graders in a Taiwanese public school participated in the study. Subjects initially completed a Student Survey on which they chose their favorite foods, sports, stores, classmates, and other selections. The most popular items were then used to create personalized math word problems for the pretest, personalized instructional program, and posttest. Subjects were blocked by ability based on their pretest scores and were randomly assigned within ability levels to either a personalized or non-personalized version of the print-based instructional program. After finishing the program, subjects completed a student attitude survey and the posttest. A repeated-measures ANOVA revealed that subjects in the personalized treatment made significantly greater pretest-to-posttest gains than those in the non-personalized treatment. Subjects also performed significantly better on the personalized pretest and posttest problems than on the non-personalized problems. Personalized subjects and higher-ability students both had significantly more positive attitudes toward the instructional program than their non-personalized and lower-ability counterparts. (Contains 21 references.) (Author/AEF)

Descriptors: Academic Achievement, Foreign Countries, Grade 4, Individualized Instruction, Instructional Effectiveness, Intermediate Grades, Mathematics Achievement, Student Attitudes, Teaching Methods, Word Problems (Mathematics)

Author: Ku, Heng-Yu; Sullivan, Howard J.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=6124&id=ED470135

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