A Study of Improving Eighth Graders' Learning Deficiency in Algebra by Applying a Realistic Context Instructional Design

Autor/inn/en	Chang, Yu-Liang; Huang, Yu-I
Titel	A Study of Improving Eighth Graders' Learning Deficiency in Algebra by Applying a Realistic Context Instructional Design
Quelle	In: International Education Studies, 7 (2014) 1, S.1-8 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Foreign Countries; Algebra; Mathematics Instruction; Middle School Students; Grade 8; Mathematics Achievement; Student Improvement; Relevance (Education); Quasiexperimental Design; Pretests Posttests; Statistical Analysis; Grade 12; High School Students; Mathematical Applications; Mathematics Tests; Achievement Tests; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Mathematics lessons; Mathematikunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 08; 8. Schuljahr; Schuljahr 08; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Relevance; Relevanz; Statistische Analyse; School year 12; 12. Schuljahr; Schuljahr 12; High school; High schools; Oberschule; Studentin; Angewandte Mathematik; Innermathematische Anwendung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	The intention of this study was to improve the learning deficiency in algebraic learning and to enhance Taiwanese middle students' learning achievement and interest in algebra. By using a grade skipping experimental design, the research team intended to find out an effective way to benefit these students' leaning in abstract algebraic concepts. Therefore, this study aimed to explore how the "realistic context" instructional design influenced 8th graders' performance on algebraic grade skipping learning of "linear programming". A quasi-experimental design with a post-test was employed in this study. Samples were selected purposely from thirty-six 8th graders of a junior high school as the Experimental Group, while seventy-nine 12th graders of a senior high school were chosen as the Control Group. Data were mainly gathered by the linear programming achievement test after executing the instruction. Statistical analyses were performed to answer the research question. Findings indicated that there was no significant difference between 8th graders (Experiment) and 12th graders (Control) on the performance of the linear programming achievement test. This result indicated that the instructional material with a realistic context design used in this study did help students to learn the abstract algebra effectively. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01