English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

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.

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