Effect of personalization of instruction on students' achievement and self-efficacy in mathematics word problems
Effect of personalization of instruction on students' achievement and self-efficacy in mathematics word problems
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DOI：
10.1080/00207390802643169
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发表时间：
2009-01-01
影响因子：
0.9
通讯作者：
Awofala, Adeneye O. A.
中科院分区：
文献类型：
--
作者：
Akinsola, Mojeed K.;Awofala, Adeneye O. A.
本研究考察了个性化纸质教学对尼日利亚320名高中生数学应用题成绩和自我效能感的影响。研究还考察了性别对自变量(个性化)和因变量(数学、应用题成就和自我效能感)的调节作用。对收集到的数据进行t检验统计分析。结果表明，个性化与非个性化组、男性与女性个性化组、男性与女性非个性化组在数学应用题成就和自我效能感上存在显著差异。
This study investigated the effect of personalized print-based instruction on the achievement and self-efficacy regarding mathematics word problems of 320 senior secondary students in Nigeria. The moderator effect of gender was also examined on independent variable (personalization) and dependent variables (mathematics word problem achievement and self-efficacy). The t-test statistic was used to analyse the data collected for the study. The results showed that significant differences existed in the mathematics word problem achievement and self-efficacy beliefs of personalized and non-personalized groups, male and female personalized groups and male and female non-personalized groups.