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 language | English |
|---|---|
| Pages (from-to) | 2627-2644 |
| Number of pages | 18 |
| Journal | Eurasia Journal of Mathematics, Science and Technology Education |
| Volume | 13 |
| Issue number | 6 |
| DOIs | |
| Publication status | Published - 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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