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Students' mathematics word problem‐solving achievement in a computer‐based story
Author(s) -
Gunbas N.
Publication year - 2015
Publication title -
journal of computer assisted learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.583
H-Index - 93
eISSN - 1365-2729
pISSN - 0266-4909
DOI - 10.1111/jcal.12067
Subject(s) - mathematics education , word problem (mathematics education) , word (group theory) , computer assisted instruction , mathematical problem , teaching method , computer science , psychology , mathematics , geometry
The purpose of this study was to investigate the effect of a computer‐based story, which was designed in anchored instruction framework, on sixth‐grade students' mathematics word problem‐solving achievement. Problems were embedded in a story presented on a computer as computer story, and then compared with the paper‐based version of the same story and to a condition that presented the problems as typical, isolated word problems (i.e., a non‐story condition including only problems). One hundred twenty‐eight sixth‐grade students from two public middle schools in T urkey participated in this study. In a pretest–posttest experimental design, students were randomly assigned to one of the treatment groups mentioned earlier in which they solved the same mathematics word problems. A one‐way analysis of covariance was used to analyse students' achievement in the treatment groups. The results indicated that students who solved the problems in the computer story treatment had significantly higher achievement scores than students who solved the problems in the paper story and isolated word problems treatments. In addition, the story was found to be significantly more effective than the non‐story treatment when it was presented on computer.