Effects of a Mathematics Cognitive Acceleration Program on Student Achievement and Motivation

Autor/inn/en	Finau, Teukava; Treagust, David F.; Won, Mihye; Chandrasegaran, A. L.
Titel	Effects of a Mathematics Cognitive Acceleration Program on Student Achievement and Motivation
Quelle	In: International Journal of Science and Mathematics Education, 16 (2018) 1, S.183-202 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-016-9763-5
Schlagwörter	Foreign Countries; Acceleration (Education); Mathematics Education; Mathematics Achievement; Learning Motivation; Self Control; Thinking Skills; Mathematics Skills; Quasiexperimental Design; Secondary School Mathematics; Experimental Groups; Control Groups; Mathematics Tests; Scores; Pretests Posttests; Outcomes of Education; Program Effectiveness; Learning Strategies; Secondary School Students; Tonga + Suchen Sie Ihr Suchwort? Ausland; Acceleration; Beschleunigung; Mathematische Bildung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Motivation for studies; Lernmotivation; Selbstbeherrschung; Denkfähigkeit; Mathematics ability; Lernleistung; Schulerfolg; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Sekundarschüler
Abstract	This paper presents the effects of a cognitive acceleration program in mathematics classes on Tongan students' achievements, motivation and self-regulation. Cognitive Acceleration in Mathematics Education (CAME) is a program developed at King's College and implemented worldwide with the aim of improving students' thinking skills, mathematics performance and attitudes. The first author adapted the program materials to Tongan educational context and provided support to participating teachers for 8 months. This study employed a quasi-experimental design with 219 Year 8 students as the experimental group and 119 Year 8 students as the comparison group. There were a significant differences in the mean scores between the pre-test and post-test of the three instruments that were employed in the study, indicating that learning mathematics under the CAME program had a positive effect on levels of students' self-regulation, motivation and mathematics achievement. Students also reported changes to the ways they learn mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01