Abstract
The purpose of this study was to investigate effects of using personalized context examples in CAI for fourth graders when solving mathematical word problems. Students' attitude toward the mathematical CAI was also examined in this study.
There were 144 subjects included in this study. They were purposefully sampled from a total of 207 fourth grade students at Ming-Lian Elementary School located in Hualien city. These 144 fourth graders were then randomly assigned to abstract-context-group and a personalized-context-group by gender. Students of two groups received two periods (i.e., 80 minutes) CAI practices, and an achievement test with abstract context word problems was administered. In addition, a questionnaire for measuring attitude to ward personalized context CAI was administered to students in personalized-context-group. Twelve randomly selected students from the personalized-context-group were interviewed. These students were stratified by problem-solving ability.
Data obtained from the achievement test was analyzed by 2 (context type) x 2 (gender) x 2 (students' scores in one-step and two-step word problems) and 2 (context type) x 3 (problem-solving ability level) x 2 (students' scores in one-step and two-step wor d problems) multivariate analysis of variance (MANOVA). Data collected from the questionnaire were examined using descriptive statistics. Data from personal interviews were analyzed using qualitative approach.
The main findings of this study were as follows: 1.The interaction between context type and gender was not significantly different with respect to the achievement test. Female students' scores were significantly higher than male students' on overall achievement test problems. Personalized-context-group students' scores were significantly higher than that of abstract-context-group students on two-step problems in achievement test. 2.The interaction between context type and problem-solving ability level was significant with respect to achievement. For students of low problem-solving ability, personalized-context-group students' scores were significantly higher than that of abstract- context-group students on two-step problems. 3.Personalized-context-group students' response to the attitude questionnaire indicated students had favorable attitude toward mathematical CAI. Data from personal interviews indicated that students were motivated by personalized context examples in the C AI sessions. Generally speaking, students of middle and low problem-solving ability had positive mathematical belief after their exposure in personalized context examples CAI.
Based on the research findings, the researcher can provide several suggestions for improving mathematical instruction for the solving of word problems and for conducing related future research.
| Keywords: | abstract context examples; personalized context examples; achievement of solving mathematical word problems; mathematical word problems |
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