Effects of Example-Problem Pairs on Students' Mathematics Achievements: A Mixed-Method Study

Autor/in	Alreshidi, Nawaf Awadh K.
Titel	Effects of Example-Problem Pairs on Students' Mathematics Achievements: A Mixed-Method Study
Quelle	In: International Education Studies, 14 (2021) 5, S.8-18 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Word Problems (Mathematics); Mathematics Achievement; Teaching Methods; Grade 8; Secondary School Students; Problem Solving; Foreign Countries; Mathematics Instruction; Learner Engagement; Individual Differences; Instructional Effectiveness; Saudi Arabia + Suchen Sie Ihr Suchwort? Textaufgabe; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; School year 08; 8. Schuljahr; Schuljahr 08; Sekundarschüler; Problemlösen; Ausland; Mathematics lessons; Mathematikunterricht; Individueller Unterschied; Unterrichtserfolg; Saudi-Arabien
Abstract	The aim of this research is to investigate how the utilisation of example-problem pairs affects the outcomes of mathematics students when compared to conventional teaching methods. Thus, a mixed method embedded design, with a main emphasis on a quasi-experiment with supplemental field notes, was conducted with 64 second intermediate grade school students (eighth grade). Participants were divided into two groups comprising 33 students in the experimental group, and 31 students in the control group. An ACNOVA test revealed that the average scores of achievement of the students taught using the example-problem pairs were higher than the average scores of the students who were taught using conventional teaching methods, with a very large effect size. Moreover, the qualitative findings revealed that the students taught using example-problem pairs were more engaged and took more responsibility for their learning than the students who were taught using conventional teaching methods. In addition, the students who lacked the necessary prerequisite knowledge needed more support than the higher achieving students. The implications of the study were discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01