Comparing Computer-Based Programs' Impact on Problem Solving Ability and Motivation

Autor/inn/en	Doster, Hannah; Cuevas, Josh
Titel	Comparing Computer-Based Programs' Impact on Problem Solving Ability and Motivation
Quelle	In: International Journal on Social and Education Sciences, 3 (2021) 3, S.457-488 (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Doster, Hannah) ORCID (Cuevas, Josh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2688-7061
Schlagwörter	Computer Software; Teaching Methods; Feedback (Response); Mathematics Instruction; Scaffolding (Teaching Technique); Computer Assisted Instruction; Problem Solving; Mathematics Achievement; Grade 5; Elementary School Students; State Standards; Achievement Gains; Instructional Effectiveness; Student Motivation + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Computer based training; Computerunterstützter Unterricht; Problemlösen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 05; 5. Schuljahr; Schuljahr 05; Achievement gain; Leistungssteigerung; Unterrichtserfolg; Schulische Motivation
Abstract	Teaching mathematics involves a variety of techniques and approaches in order to reach students' academic needs in a way that aids them in achieving at the level required by state standards. One of the ways that educators are meeting the needs of their students is through using computer-based programs. In this study, 17 fifth grade students were placed into two groups and assigned computer-based programs. One program, MobyMax, offered students scaffolding measures to aid in concept development. The other program, IXL, offered students detailed feedback in response to their answer submissions. This study was designed to determine the impact of the features of the two computer-based programs on student achievement through problem solving and their level of motivation. Students in both groups experienced gains in problem-solving ability on average, while it appeared that those who received instruction through MobyMax benefitted more. Time spent on the program did not appear to be a contributing factor to gain score for problem solving. And student motivation showed little change throughout using either computer-based program. (As Provided).
Anmerkungen	International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: istesorganization@gmail.com; e-mail: ijonsesoffice@gmail.com; Web site: https://www.ijonses.net/index.php/ijonses
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01