Examining Personalisation of Instruction, Attitudes toward and Achievement in Mathematics Word Problems among Nigerian Senior Secondary School Students.
Examining Personalisation of Instruction, Attitudes toward and Achievement in Mathematics Word Problems among Nigerian Senior Secondary School Students.
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检查尼日利亚高中生数学应用题的个性化教学、态度和成绩。
DOI：
10.18404/ijemst.91464
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
Adeneye Olarewaju Adeleye Awofala
中科院分区：
文献类型：
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作者：
Adeneye Olarewaju Adeleye Awofala
本研究探讨了个性化的印刷为基础的教学与非个性化的印刷为基础的教学对350名高中一年级尼日利亚学生的数学应用题的态度的影响，在一个定量研究的蓝图治疗前-干预-治疗后非等效的控制组准实验设计与调查设计的一个事后类型。采用数学应用题态度量表（ATMWPI）和数学应用题成绩测验（AMWPT）收集相关数据。数据分析的结果表明，个性化教学的学生有更高水平的自信心，喜欢，有用性和动机，但记录低水平的数学应用题的焦虑相比，非个性化组的学生。虽然个别化教学的学生比非个别化教学的学生更受应用题情境的影响，但实验组和控制组的学生对数学应用题作为男性领域的态度确实存在差异。此外，自信心，喜欢，有用性，动机，背景，和治疗有统计学上的显着预测效果的数学应用题的成就，而焦虑和男性领域的维度对数学应用题的态度没有统计学上的显着预测效果的数学应用题的成就。
This study investigated the effect of a personalised print-based instruction versus a non-personalised print-based instruction on the attitudes toward mathematics word problems of 350 senior secondary school year one Nigerian students within the blueprint of a quantitative research of pre-treatment-intervention-post-treatment non-equivalent control group quasi-experimental design with a survey design of an ex-post facto type. The Attitudes toward Mathematics Word Problem Inventory (ATMWPI) and Achievement in Mathematics Word Problem Test (AMWPT) were used to collect data relating to the dependent measures. The results of the data analyses showed that the personalised instruction students had higher levels of self-confidence, liking, usefulness, and motivation but recorded low level of anxiety regarding mathematics word problems compared with the non-personalised group students. While the personalised instruction students were more influenced by the context of the word problem than their non-personalised instruction counterparts, the experimental and control groups’ students did differ on their attitudes toward mathematics word problem as a male domain. In addition, self-confidence, liking, usefulness, motivation, context, and treatment had statistically significant predictive effect on achievement in mathematics word problem whereas anxiety and male domain dimensions of attitudes toward mathematics word problem had no statistically significant predictive effect on achievement in mathematics word problem.