Effects of an Adaptive Math Learning Program on Students' Competencies, Self-Concept, and Anxiety

Autor/inn/en	Hilz, Anna; Aldrup, Karen
Titel	Effects of an Adaptive Math Learning Program on Students' Competencies, Self-Concept, and Anxiety
Quelle	(2023), (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Self Concept; Mathematics Instruction; Mathematics Anxiety; Arithmetic; Mathematics Achievement; Program Effectiveness; Teaching Methods; Grade 5; Elementary School Students; Student Improvement; Subtraction; Addition; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Selbstkonzept; Mathematics lessons; Mathematikunterricht; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; School year 05; 5. Schuljahr; Schuljahr 05; Subtraktion; Ausland; Deutschland
Abstract	Studies on math learning programs are lacking that consider a wide set of outcome variables, and students' practice behavior. Therefore, we investigated whether an adaptive arithmetic learning program fosters students' math performance (addition and subtraction), math self-concept, and a reduction of math anxiety, and how practice behavior (practiced tasks and practiced weeks) affect the investigated variables. We used a pre-post control group design with a total of 366 fifth grade German students. Randomization took place on the class level. Students in the experimental condition used the program for 22 weeks. Math self-concept only improved in the experimental group. Students' subtraction performance improved as a function of practiced tasks, and addition performance improved as a function of practiced weeks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01