Effectiveness of Using the IMPROVE Program on the Achievements of Preliminary Students

Autor/in	Alzahrani, Khalid
Titel	Effectiveness of Using the IMPROVE Program on the Achievements of Preliminary Students
Quelle	In: International Journal of Instruction, 15 (2022) 2, S.885-904 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	College Students; Foreign Countries; Teaching Methods; Instructional Effectiveness; Mathematics Instruction; Mathematics Achievement; Metacognition; Cooperative Learning; Saudi Arabia + Suchen Sie Ihr Suchwort? Collegestudent; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kooperatives Lernen; Saudi-Arabien
Abstract	The study aimed to investigate the effectiveness of the seven-stop IMPROVE program (Introducing new concepts, Metacognitive questioning, Practicing, Reviewing and reducing difficulties, Obtaining mastery, Verification, and Enrichment) on the achievement of preliminary students at Taif University, Saudi Arabia, at the first three levels of the Bloom's taxonomy (Knowledge, Comprehension, Application). The researcher used the experimental design to achieve the objective of the study. In order to achieve the purpose of the study, the sample was chosen in a deliberate manner from groups that were taught using cooperative learning in mathematics classes. The experimental group (32 students) who studied using the IMPROVE program was compared with the second group (32 students) who were taught in the traditional lecture style. The results of the study showed the effectiveness of using the IMPROVE program in mathematics teaching at the knowledge, comprehension and application levels. This study recommends the use of this metacognitive strategy in mathematics teaching for other stages of education. It also recommends expanding awareness in educational institutions of the concept of metacognition and its importance in improving the learners' awareness to deal with mathematics problems. (As Provided).
Anmerkungen	Gate Association for Teaching and Education. e-mail: iji@ogu.edu.tr; Web site: http://e-iji.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01