Personalization of Mathematics Word Problems in Taiwan
This study investigated the effects of group personalization of instruction on the mathematics achievement and attitudes of 72 fifth-grade Taiwanese students. Personalization was accomplished by incorporating personal information and preferences provided by students into their mathematics word probl...
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| Veröffentlicht in: | Educational technology research and development 2000-01, Vol.48 (3), p.49-59 |
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| container_title | Educational technology research and development |
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| creator | Ku, Heng-Yu Sullivan, Howard J. |
| description | This study investigated the effects of group personalization of instruction on the mathematics achievement and attitudes of 72 fifth-grade Taiwanese students. Personalization was accomplished by incorporating personal information and preferences provided by students into their mathematics word problems. Students were blocked by ability level, then randomly assigned to a personalized or nonpersonalized version of an instructional program on mathematics word problems. Students made significant pretest-to-posttest gains across treatments and scored significantly higher on personalized than on nonpersonalized posttest problems. However, the personalized treatment did not produce a significant achievement difference over the nonpersonalized one. Significant two-way interactions reflected greater pretest-to-posttest improvement for lower-ability than for higher-ability students and a greater difference between scores on personalized over nonpersonalized posttest problems for lower-ability students. The posttest scores of high-ability students were limited by a ceiling effect. Student attitudes were significantly more favorable toward the personalized instruction. |
| doi_str_mv | 10.1007/bf02319857 |
| format | Article |
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Personalization was accomplished by incorporating personal information and preferences provided by students into their mathematics word problems. Students were blocked by ability level, then randomly assigned to a personalized or nonpersonalized version of an instructional program on mathematics word problems. Students made significant pretest-to-posttest gains across treatments and scored significantly higher on personalized than on nonpersonalized posttest problems. However, the personalized treatment did not produce a significant achievement difference over the nonpersonalized one. Significant two-way interactions reflected greater pretest-to-posttest improvement for lower-ability than for higher-ability students and a greater difference between scores on personalized over nonpersonalized posttest problems for lower-ability students. The posttest scores of high-ability students were limited by a ceiling effect. Student attitudes were significantly more favorable toward the personalized instruction.</abstract><cop>Heidelberg</cop><pub>Association for Educational Communications and Technology</pub><doi>10.1007/bf02319857</doi><tpages>11</tpages></addata></record> |
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| ispartof | Educational technology research and development, 2000-01, Vol.48 (3), p.49-59 |
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| language | eng |
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| source | Jstor Complete Legacy; Education Source; SpringerLink Journals - AutoHoldings |
| subjects | Academic Achievement Building customization Curriculum subjects: programmes and methods Educational sciences Foreign Countries Grade 5 Individual Characteristics Individualized Instruction Intermediate Grades Mathematical problems Mathematics Mathematics achievement Mathematics Education Mathematics Instruction Personal Experiences Personalized Stories Posttests Pretests Student attitudes Taiwan Teaching methods Word problems Word Problems (Mathematics) |
| title | Personalization of Mathematics Word Problems in Taiwan |
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