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首页> 外文学位 >Effects of computer coaching in metacognitively cued elementary statistics instruction.
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Effects of computer coaching in metacognitively cued elementary statistics instruction.

机译：计算机辅导在元认知线索基础统计学教学中的作用。

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摘要

Technology-based problem-solving models are being successfully implemented in the mathematics curriculum. This study focused on enhancing problem-solving ability by supplementing traditional instruction in statistics with metacognitively-cued, computer-coached activities.; The purposes of this study were to investigate the: (1) differences in ability to solve basic, statistical word problems when comparing a metacognitively-cued, computer-tool (MCCT) group to a metacognitively-cued, computer-coached (MCCC) group; (2) differences in metacognitive ability while solving basic, statistical word problems when comparing a MCCT group to a MCCC group; (3) relationship between problem-solving ability and metacognitive ability while solving basic statistical word problems.; A sample of 120 community college, elementary statistics students was divided into four sections with a MCCT and a MCCC group at one time period and a MCCT and a MCCC group at a different time period. Treatments lasted eight weeks of a summer semester.; Dependent variables were ability to solve basic statistical word problems as measured by a teacher-made test and ability to think metacognitively while solving the word problems, as measured by the Assessment of Cognition Monitoring Effectiveness (ACME) procedure. The students were also measured on the quality of their responses to written metacognitive cues while solving a basic statistical word problem before each of the exams during the experiment. The dependent variables were measured at five different times throughout the semester. It was expected that the metacognitively-cued, computer-coached groups would show the most improvement and metacognitively-cued, computer-tool groups would show the least improvement on all measures.; The data analysis revealed that the apparent difference in problem-solving ability between the MCCT groups and the MCCC groups grew as the study progressed, achieving statistical significance at the last testing, with the MCCC groups being significantly higher at the last testing. The MCCC groups also demonstrated significant higher metacognitive-ability. In addition, significant correlations were found between problem-solving ability and metacognitive ability, ranging from .28 to .66. The presence of some significant teacher effects suggests that the effectiveness of coaching software may be affected by instructional strategy.
机译：在数学课程中已成功实施基于技术的问题解决模型。这项研究的重点是通过用元认知提示的计算机指导活动补充统计学中的传统指导，从而提高解决问题的能力。这项研究的目的是调查：（1）将元认知线索的计算机工具（MCCT）组与元认知线索的计算机辅导（MCCC）组进行比较时，解决基本统计字问题的能力差异; （2）将MCCT组与MCCC组进行比较时，在解决基本的统计单词问题时元认知能力的差异; （3）解决基本统计词问题时解决问题能力与元认知能力之间的关系;将120名社区大学的基础统计学学生的样本分为四个部分，其中一个时期的MCCT和MCCC组，另一个时期的MCCT和MCCC组。治疗持续了一个夏季学期的八个星期。因变量是通过教师测试测得的解决基本统计单词问题的能力，以及在解决单词问题时进行元认知思考的能力，这是通过认知监控有效性评估（ACME）程序来衡量的。在实验过程中，每项考试前都要对学生的书面元认知线索的反应质量进行测量，同时解决基本的统计单词问题。在整个学期的五个不同时间测量因变量。预期在所有措施上，元认知暗示的计算机指导小组将表现出最大的进步，元认知暗示的计算机工具组表现出最小的进步。数据分析表明，随着研究的进展，MCCT组和MCCC组之间解决问题的能力的明显差异增加，在最后一次测试中达到统计学显着性，而在最后一次测试中MCCC组明显更高。 MCCC组也显示出明显更高的元认知能力。此外，发现问题解决能力与元认知能力之间存在显着相关性，范围从0.28到0.66。某些重要的教师效应的存在表明，指导策略可能会影响教练软件的有效性。

著录项

  • 作者

    Condor, James Andrew.;

  • 作者单位

    University of South Florida.;

  • 授予单位 University of South Florida.;
  • 学科 Education Technology.; Education Mathematics.
  • 学位 Ph.D.
  • 年度 2001
  • 页码 233 p.
  • 总页数 233
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 T-4;O1-4;
  • 关键词

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