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A comparative study between traditio...

Ma, Hsiu-Lan.

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A comparative study between traditional instruction and modified multimedia instruction in mathematical problem-solving achievements and beliefs of sixth-grade students in Taiwan, the Republic of China.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A comparative study between traditional instruction and modified multimedia instruction in mathematical problem-solving achievements and beliefs of sixth-grade students in Taiwan, the Republic of China./
作者:	Ma, Hsiu-Lan.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1994,
面頁冊數:	195 p.
附註:	Source: Dissertation Abstracts International, Volume: 55-05, Section: A, page: 1214.
Contained By:	Dissertation Abstracts International55-05A.
標題:	Mathematics education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9427451

A comparative study between traditional instruction and modified multimedia instruction in mathematical problem-solving achievements and beliefs of sixth-grade students in Taiwan, the Republic of China.
Ma, Hsiu-Lan.

A comparative study between traditional instruction and modified multimedia instruction in mathematical problem-solving achievements and beliefs of sixth-grade students in Taiwan, the Republic of China. - Ann Arbor : ProQuest Dissertations & Theses, 1994 - 195 p.

Source: Dissertation Abstracts International, Volume: 55-05, Section: A, page: 1214.

Thesis (Ph.D.)--University of Northern Colorado, 1994.

This study was conducted to compare traditional instruction and modified multimedia instruction in mathematical problem-solving achievements and beliefs. The study examined the gender role in mathematical problem-solving achievements and belief systems. Interaction between gender and treatment within each group was also studied.Subjects--Topical Terms:

641129
Mathematics education.

A comparative study between traditional instruction and modified multimedia instruction in mathematical problem-solving achievements and beliefs of sixth-grade students in Taiwan, the Republic of China.
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245 1 2 $a A comparative study between traditional instruction and modified multimedia instruction in mathematical problem-solving achievements and beliefs of sixth-grade students in Taiwan, the Republic of China.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1994
300 $a 195 p.
500 $a Source: Dissertation Abstracts International, Volume: 55-05, Section: A, page: 1214.
502 $a Thesis (Ph.D.)--University of Northern Colorado, 1994.
520 $a This study was conducted to compare traditional instruction and modified multimedia instruction in mathematical problem-solving achievements and beliefs. The study examined the gender role in mathematical problem-solving achievements and belief systems. Interaction between gender and treatment within each group was also studied.
520 $a Subjects were 90 sixth-grade students enrolled in two classes of an elementary school in Taiwan. The non-treatment group included the 45 students who received only traditional instruction in mathematical problem solving throughout the 3 weeks study. The treatment group, also containing 45 students, covered the same material and time period as the non-treatment group but with a modified multimedia instruction application in addition to the traditional instruction. Prior to the treatment period, the subjects of both groups completed a pretest of the Mathematical Problem-Solvinq Performance Measurement II (MPSPM II) and the Mathematical Belief Instrument (MBI). After the treatment, all subjects were administered a posttest of the MBI and a reordered version of the MPSPM II.
520 $a Analysis of covariance (ANCOVA) was performed on the problem-solving test and the belief instrument. The statistical analyses revealed no significant differences on the problem solving test and the belief instrument of the posttest mean scores between the two groups when pretest scores were covariantes, respectively. Gender did not play a significant role on the posttest mean scores of either the problem solving test or the belief instrument. Also, there was no significant interaction between treatment and gender in the posttest mean scores of the problem solving test and the belief instrument.
520 $a During the experiment, students in the multimedia environment paid more attention to the instructional materials than did students in the traditional classroom, regardless of gender. They reflected that the sensory-rich and reinforcing learning surroundings increased their curiosity and interest in approaching problem solving. Thus, modified multimedia representation can be recommended as a supplement to traditional mathematics teaching in the elementary schools.
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