scholarly journals The effects of animated agents with verbal audio on mathematics comprehension and attitudes towards mathematics and computers

2005 ◽  
Author(s):  
◽  
Anika W. Lodree
Keyword(s):  
Mathematics Achievement ◽  
Attitudes Toward Mathematics ◽  
Positive Association ◽  
Practice Effect ◽  
Control Group ◽  
Control Group Design ◽  
Animated Agents ◽  
Doctoral Research ◽  
Positive Attitudes ◽  
Postsecondary Mathematics

This doctoral study investigated the effect of animated agents with verbal audio in WBI on mathematics achievement and attitudes toward mathematics and computers using a pretest-posttest control group design model among eighty-one college students who enrolled in Pre-Calculus courses a at doctoral/research-extensive university. It verified quantitatively that the presence of animated agents with verbal audio in WBI can improve students' mathematics achievement and attitudes toward mathematics, but not their attitudes toward computers. In particularly, students in the experimental group practice effect improved, but not their application effect. In addition, this study verified that there exist a positive association between a student's attitude toward mathematics and his attitude towards computers and vice versa, and there exist a positive association between a student's satisfaction with WBI and her attitudes toward mathematics. Designers and developers of WBI can use these findings to better design, develop, and implement a web-based tutorial that promotes positive attitudes toward learning and long-term mathematics achievement in the postsecondary mathematics arena.

scholarly journals EFEKTIVITAS PELATIHAN SELF-REGULATED LEARNING DALAM MENINGKATKAN PRESTASI MATEMATIKA DI MADRASAH TSANAWIAH “X” SLEMAN

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Nadia Yumna ◽  
Sukarti Sukarti ◽  
Uly Gusniarti
Keyword(s):  
Mathematics Achievement ◽  
Qualitative Analysis ◽  
Junior High School ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Class Viii ◽  
Experimental Group

ABSTRACT :  THE EFFECTIVITY OF SELF-REGULATED LEARNING TRAINING TO INCREASE THE STUDENT’S MATHEMATICS ACHIEVEMENT OF MADRASAH TSANAWIYAH “X” SLEMAN This research aimed to determine the effectivity of Self-Regulated Learning training to  increase the student’s mathematics achievement. Subject in this research were 27 student of  class VIII MTs " X " Sleman, which were divided into 14 students as the experimental group and 13 students as the control group. The data was collected using a test of mathematics achievement, mathematic self efficacy scale, interview and observation. The  research design used was pre post control group design. Analysis of the study were  quantitative and qualitative analysis. Quantitative analysis using the Mann-Whitney test to  determine mathematics achievement after the self regulated training given. The  qualitative analysis was done based on observation, interviews and worksheets. The results  of this study shows there was increased mathematics  achievement after training given (Z = -4.189, p < 0.05). The results of this study imply for the importance of developing self regulated learning skills in improving learning achievementKeywords: Self-regulated Learning Training, Mathematics  Achievement,  Islamic Junior High School Student. Penelitian ini bertujuan untuk mengetahui efektivitas pelatihan Self-Regulated Learning untuk meningkatkan prestasi belajar matematika. Subjek dalam penelitian ini  adalah 27 siswa kelas VIII MTs “X” Sleman, yang dibagi menjadi 14 siswa sebagai kelompok  eksperimen dan 13 siswa sebagai kelompok kontrol. Pengumpulan data dilakukan dengan  menggunakan tes prestasi matematika dan skala efikasi diri matematika, wawancara dan  observasi. Rancangan penelitian yang digunakan adalah pre post control group design. Analisis penelitian yang digunakan adalah analisis kuantitatif dan kualitatif. Analisis kuantitatif  dengan menggunakan uji Mann-Whitney  untuk mengetahui prestasi belajar matematika  siswa setelah diberi pelatihan  Self-Regulated Learning.  Analisis kualitatif dilakukan  berdasarkan observasi, wawancara dan lembar kerja. Hasil penelitian yaitu pada prates dan  pascates prestasi belajar matematika menunjukkan ada peningkatan setelah diberi pelatihan (Z= -4.189, p<0,05). Hasil penelitian ini memberi impilkasi bagi pentingnya pengembangan keterampilan self regulated learning dalam meningkatkan prestasi belajar. Kata Kunci: Pelatihan Self-Regulated Learning, Prestasi Belajar Matematika, MTS.

Attitude Change as a Function of Self-Perceived Capacity for Counterattitudinal Advocacy

1976 ◽  
Vol 38 (3) ◽  
pp. 751-755
Author(s):  
Jonathan C. Finkelstein
Keyword(s):  
Attitude Change ◽  
College Freshmen ◽  
High Capacity ◽  
Control Group ◽  
Experimental Conditions ◽  
Control Group Design ◽  
Group Design ◽  
Positive Attitudes ◽  
Apparent Duration ◽  
The Relationship

The relationship between perceived capacity to elaborate a counterattitudinal position and change in attitude resulting from counterattitudinal advocacy was examined in terms of self-attribution of attitude. Female participants (entering college freshmen) individually conveyed positive impressions of a boring task to a female accomplice, in a posttest-only control group design. Capacity for counterattitudinal advocacy was manipulated by the apparent duration (6 or 1½ min.) of the 3-min. advocacies. Participants in the 6-min. condition (high capacity) evidenced significantly more positive attitudes on posttest than did those in the 1½-min. condition (low capacity) ( F1,22 = 7.83, p < .01). Both experimental conditions yielded more change in attitude than the no-advocacy control group. These results are interpreted as supporting an “ability route” to self-attribution of attitude.

Sex Differences in the Association between Secondary School Students' Attitudes toward Mathematics and toward Computers

1987 ◽  
Vol 18 (5) ◽  
pp. 394-402 ◽  
Author(s):  
Betty Collis
Keyword(s):  
Sex Differences ◽  
Secondary School ◽  
Attitudes Toward Mathematics ◽  
Positive Association ◽  
Male Students ◽  
Attitudes Toward Computers ◽  
School Students ◽  
Negative Attitudes ◽  
Positive Attitudes ◽  
Students Attitudes

Sex differences in the positive association between attitudes toward mathematics and attitudes toward computers were examined in 1 018 Grade 8 students and 800 Grade 12 students. The female students were more likely than the male students to associate negative attitudes toward mathematics with negative attitudes toward computers. Participation in an eighth-grade mathematics course with a computer component was associated with positive attitudes toward computers for males but not for females. The integration of computer experiences with mathematics instruction may require some caution to yield more positive attitudes toward mathematics and computers from secondary school females.

scholarly journals Improving Mathematics Achievement in the New Normal Education System Using Genyo E-Learning

2021 ◽  
Vol 3 (2) ◽  
pp. 07-21
Author(s):  
Leadean Jay Capacio
Keyword(s):  
Mathematics Achievement ◽  
Education System ◽  
Control Group ◽  
Computer Assisted ◽  
Control Group Design ◽  
New Normal ◽  
Lecture Method ◽  
Significant Difference ◽  
E Learning ◽  
Experimental Group

Mathematics as a discipline effectively learned when teacher-assisted instruction is present has now aided with computer-assisted learning. This study assessed the effectiveness of Genyo-E-Learning in Online Distance Learning through a quasi-experimental pretest-posttest control group design. Pupils have matched accordingly with their Mathematics grades in the third-grading period. Pretest underwent KR20 and Levene’s Test of Homogeneity of Variance to see if the covariate is reliable and groups are at the same level. As shown in the Schema of Classes, the researcher designed two lesson outlines with different structures for the intact groups covering the topic: Circumference of a Circle. The lesson for the Control Group was delivered through the Conventional Virtual Lecture Method, while the Experimental Group had Genyo E-Learning as an aid for transmission. The post-test scores were the basis as to what group the significant difference favors. Post-tests were treated with ANCOVA at a 0.05 significance level. The researcher used the National Achievement Test Descriptive Equivalence Table to determine groups' mastery level and used the Evaluation Form on the Excerpts of Online Classes to evaluate the degree of pupils' interactivity toward the lesson. Mathematics Achievement of pupils taught with Genyo E-Learning is greater than that of Conventional Virtual Lecture Method teaching and rated Very Satisfactorily and Satisfactorily respectively based on Interactivity Evaluation. More pupils from the Experimental Group achieved Mastered Level based on the Achievement Level Scale. Genyo E-Learning Systems could improve Mathematics Achievement in the New Normal Education System.

scholarly journals Pengaruh Model Pembelajaran Kooperatif Tipe STAD dengan Media Geogebra terhadap Motivasi dan Prestasi Belajar Matematika pada Siswa Kelas VIII SMP Negeri 1 Abang

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
I MADE MAWA . ◽  
PROF.DR. I MADE CANDIASA, MI.Komp. . ◽  
Dr. KETUT AGUSTINI, S.Si, M.Si. .
Keyword(s):  
Mathematics Achievement ◽  
Cooperative Learning ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Class Viii ◽  
And Mathematics ◽  
Motivation And Achievement

Abstrak Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran kooperatif tipe STAD dengan media Geogebra terhadap motivasi dan prestasi belajar matematika siswa. Penelitian ini termasuk quasi eksperimen dengan rancangan non equivalent pretest-posttest control group design. Populasi penelitian siswa kelas VIII SMP Negeri 1 Abang sebanyak 340 orang. Sampel penelitian adalah kelas VIII B, VIII D dan VIII H sebanyak 102 orang, yang diambil secara random. Data yang dikumpulkan adalah motivasi dan prestasi belajar matematika siswa. Data dianalisis dengan teknik MANCOVA pada taraf signifikansi 5%. Hasil penelitian menunjukkan: (1) terdapat perbedaan motivasi dan prestasi belajar matematika antara siswa yang belajar dengan model pembelajaran kooperatif tipe STAD dengan media GeoGebra, model pembelajaran kooperatif tipe STAD, dan model pembelajaran konvensional, (2) terdapat perbedaan motivasi belajar matematika antara siswa yang belajar dengan model pembelajaran kooperatif tipe STAD dengan media GeoGebra, model pembelajaran kooperatif tipe STAD, dan model pembelajaran konvensional, dan (3) terdapat perbedaan prestasi belajar matematika antara siswa yang belajar dengan model pembelajaran kooperatif tipe STAD dengan media GeoGebra, model pembelajaran kooperatif tipe STAD, dan model pembelajaran konvensional. Berdasarkan temuan penelitian ini dapat disimpulkan bahwa pembelajaran kooperatif tipe STAD dengan media Geogebra berpengaruh secara signifikan terhadap motivasi dan prestasi belajar matematika siswa.Kata Kunci : STAD, Media Geogebra, Motivasi, Prestasi Belajar Matematika ABSTRACT This study aimed to finding out the effect of STAD cooperative learning with Geogebra to motivation and achievement mathematics learning. This research employed non equivalence pretest-posttest control group design. The population of this study were 340 students of eighth grade at SMP Negeri 1 Abang. The sample were 102 students of the class VIII B, VIII D and VIII H that selected by random sampling technique. The data was collected through motivation questionare and mathematics achievement test. The data were analyzed using multivariat analysis of covarians . The result of this study showed that (1) there was a significant different on motivation and achievement mathematics learning to students who learned with STAD cooperative learning with Geogebra, STAD cooperative learning, and conventional learning; (2) there was a significant different on motivation mathematics learning to students who learned with STAD cooperative learning with Geogebra, STAD cooperative learning, and conventional learning; (3) there was a significant different on achievement mathematics learning to students who learned with STAD cooperative learning with Geogebra, STAD cooperative learning, and conventional learning. Based on the research finding, it can be concluded that STAD cooperative learning with Geogebra has effect to motivation and acheivement mathematics learning.keyword : STAD, Geogebra, Motivation, Mathematics Learning Achievement

Brief Report: Results of Research Studies on Causal Predominance between Achievement and Attitude in Junior High School Mathematics of Japan

1996 ◽  
Vol 27 (1) ◽  
pp. 96-99
Author(s):  
Saburo Minato ◽  
Tsugio Kamada
Keyword(s):  
Mathematics Achievement ◽  
Junior High School ◽  
Attitudes Toward Mathematics ◽  
Educational Systems ◽  
Teaching Mathematics ◽  
High School Mathematics ◽  
Japanese Students ◽  
Positive Attitudes ◽  
The Relationship ◽  
Very High

Data from the Second International Mathematics Study indicated that the very high mathematics achievement of Japanese students was accompanied by a very low attitude toward mathematics in the distribution of the scores of the educational systems (Travers & Westbury, 1989). This perplexing result is worrisome for mathematics teachers in Japan, because both high achievement in mathematics and the development of positive attitudes toward mathematics are important goals of teaching mathematics. Thus, it is urgent to make teachers aware of the relationship between achievement and attitude.

Constructivism in Teaching Elementary Algebra: It’s Influence in Mathematics Performance of Students in Large Classes

2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Edmundo Cabiltes Lopez
Keyword(s):  
Mathematics Achievement ◽  
Control Group ◽  
Achievement Scores ◽  
Control Group Design ◽  
Large Classes ◽  
Lecture Method ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The One ◽  
Experimental Group

  This study determined the effect of constructivist method in students’ mathematics achievement. It sought to answer the influence of teaching methods in students’ achievement scores in large classes in terms of knowledge, comprehension, application, and analysis questions. A pretest- posttest quasi-experimental control group design was used. The experimental group was exposed to constructivist method while the control group to traditional method. To determine the influence of the methods in the students’ achievement scores, the one way ANCOVA was used. The researcher handled the two classes. Results showed that there was a significant difference in the students’ achievement scores in terms of knowledge, comprehension; application and analysis questions. The control group performed better than the experimental group in all levels of questions. Constructivist approach is ineffective in large classes while the lecture method is an appropriate teaching approach for large classes.   Keywords - constructivism, large classes, mathematics achievement, experimental

scholarly journals COMPARISON OF AUGMENTED REALITY AND CONVENTIONAL TEACHING ON SPECIAL NEEDS STUDENTS' ATTITUDES TOWARDS SCIENCE AND THEIR LEARNING OUTCOMES

2021 ◽  
Vol 20 (4) ◽  
pp. 558-572
Author(s):  
Turki Alqarni
Keyword(s):  
Learning Disabilities ◽  
Augmented Reality ◽  
Special Needs ◽  
Learning Outcomes ◽  
Control Group ◽  
Control Group Design ◽  
Positive Attitudes ◽  
Attitudes Towards Science ◽  
Students Attitudes ◽  
The Impact

This study examined the impact of the Augmented reality (AR) use on Jordanian 6th grade students' attitudes towards science and their learning outcomes. A quantitative quasi-experimental study is preceded with the Pre-test and Post-test control group design model, where 24 students who identified to have special needs participated in this study and were randomly divided into two groups. Two groups, control group 12 students were taught conventionally, and 12 students were designated as the experimental group, they used the AR technology for four weeks. The two scales used in this research were reliable and validated. The results show significant results for the AR technology in enhancing student learning outcomes. Additionally, results supported that AR technology has the potential to enhance students with learning disabilities positive attitudes. The result shows that AR technology helped students in promoting positive attitudes towards students and enhance students learning outcomes. Keywords: augmented reality, attitudes towards science, learning disabilities, learning outcomes

scholarly journals AN EFFECTIVE OF POGIL WITH VIRTUAL LABORATORY IN IMPROVING SCIENCE PROCESS SKILLS AND ATTITUDES: SIMPLE HARMONIC MOTION CONCEPT

EDUSAINS ◽  
2019 ◽  
Vol 10 (2) ◽  
pp. 327-334
Author(s):  
Fathiah Alatas ◽  
Ziah Fachrunisa
Keyword(s):  
Collaborative Learning ◽  
Practical Knowledge ◽  
Virtual Laboratory ◽  
Control Group ◽  
Process Skills ◽  
Control Group Design ◽  
Science Process Skills ◽  
Harmonic Motion ◽  
Group Design ◽  
Positive Attitudes

EFEKTIVITAS POGIL DENGAN LABORATORIUM VIRTUAL DALAM PROSES MENINGKATKAN KETERAMPILAN DAN SIKAP ILMU PENGETAHUAN: KONSEP MOTION MOTION SIMPLE HARMONIC AbstractSimple harmonic motion is a concept that often involve complex and difficult equations, so that students can’t construct knowledge of the concept. This research applies POGIL with a virtual laboratory, where students are encouraged to construct the concept and emphasize collaborative learning with different roles. Virtual laboratory allows students to explore and establish students’ science process skills and attitude. This study used a quasi experiment with nonequivalent control group design. Therefore, this study has add to the practical knowledge to develop science process skills and establish a positive attitudes of students toward science.AbstrakGerak harmonik sederhana merupakan konsep yang sering melibatkan persamaan yang rumit dan dianggap sulit, sehingga siswa tidak dapat membangun pengetahuan terhadap konsep. Penelitian ini menerapkan model POGIL dengan virtual laboratorium, dimana siswa didorong untuk mengkontruksi konsep dan menekankan belajar kolaboratif dengan peran berbeda. Virtual laboratorium memudahkan siswa untuk bereksplorasi. Ini menumbuhkan keterampilan proses sains serta sikap ilmiah siswa. Metode penelitian yang digunakan adalah quasi eksperiment dengan desain nonequivalent control group. Oleh karena itu, penelitian ini menambah pengetahuan praktis untuk mengembangkan keterampilan proses sains dan menumbuhkan sikap positif siswa terhadap sains.

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