How prior knowledge, learning, teaching and assessment affect students’ achievements in Mathematics

• Main Author: Nazmi Xhomara
• Format: Article
• Language: Spanish
• Published: Universitat de València 2020-12-01
• Series: Research in Education and Learning Innovation Archives
• Subjects: prior knowledge; comprehensive learning approach; problem-based-instruction; assess- ment impact; student’s basic knowledge conceived in mathematics
• Online Access: https://ojs.uv.es/index.php/realia/article/view/15780

In this study we investigate how prior knowledge, the comprehensive learning approach, problem-based teaching and assessment influence students’ basic-learning skills in Mathematics at the university level. To do so, we employed a quasi-experimental research design and a structured questionnaire. Two experimental groups and two control groups of students were involved. We found a negligible correlation between prior knowledge and basic-learning skills but a positive correlation between prior knowledge and the comprehensive learning approach. On the other hand, we found practically no correlation between prior knowledge and assessment. We also found that problem-based teaching correlated positively and that the traditional approach correlated negatively with prior knowledge. Moreover, prior knowledge, problem-based teaching, the comprehensive learning approach and assessment explained 50% of the variance in the levels of basic-learning skills.