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Autor/inn/en | Hilz, Anna; Aldrup, Karen |
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Titel | Effects of an Adaptive Math Learning Program on Students' Competencies, Self-Concept, and Anxiety |
Quelle | (2023), (10 Seiten)
PDF als Volltext |
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 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 |