Effects of comparison and game-challenge on sixth graders' algebra variable learning achievement, learning attitude, and meta-cognitive awareness

Hong Zheng Sun Lin, Guey Fa Chiou

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

This study examined the effects of comparison and game-challenge strategies on sixth graders' learning achievement of algebra variable, learning attitude towards algebra variable learning, and meta-cognitive awareness of algebra variable learning. A 2 × 2 factorial design was used, and 86 students were invited to participate in the experimental instruction and assigned to four groups: comparison with game-challenge, comparison, game-challenge, and control. The results showed that (1) a significant interaction effect was found on students' learning achievement of algebra variable: the comparison with game-challenge group performed significantly better than the comparison group and the game-challenge group respectively; (2) a significant interaction effect was found on students' learning attitude towards algebra variable: the comparison with game-challenge group responded significantly more positively than the comparison group and the game-challenge group respectively; (3) a significant interaction effect was found on students' meta-cognitive awareness of algebra variable learning: the comparison with game-challenge group reported significantly higher scores than the comparison group and the game-challenge group respectively.

Original languageEnglish
Pages (from-to)2627-2644
Number of pages18
JournalEurasia Journal of Mathematics, Science and Technology Education
Volume13
Issue number6
DOIs
Publication statusPublished - 2017 Jun 1

Keywords

  • Algebra variable learning
  • Comparison
  • Game-challenge
  • Learning attitude
  • Meta-cognitive awareness

ASJC Scopus subject areas

  • Education
  • Applied Mathematics

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