| Summary: | 碩士 === 國立臺灣師範大學 === 課程與教學研究所 === 106 === This study examined the effect of arithmetic fluency program in self-regulated learning on arithmetic fluency, attitudes toward math and the use of self-regulated learning strategies of students of different math abilities’, and to investigate the difference between students in different ability groups in terns of attribution, self-recording, and self-satisfaction.The one-group pretest-posttest design method was used in this study. Based on convenience sampling, the participants were comprised of 46 fourth-grade students (25 low ability students and 21 high ability students) in the experimental group from four different classes. The reference group consisted of 41 fourth-grade students (19 low ability students and 22 high ability students), comparing experimental group with reference group by fourth grade arithmetic assessment. The instructional activities took 11 weeks, two lessons every week, 770 minutes in total. Instructional activities included goal setting, working out miscalculation, self-regulated learning group discussion. Instructional activities were repeated every five or six lessons. There were three self-regulated learning cycles in total. This training was applied to experimental group students, while there was no training delivered to reference group students. Measures included basic arithmetic assessment, fourth grade arithmetic assessment, attitudes toward mathematics scale, arithmetic fluency test, SRL microanalytic protocols. Quantitative data were analyzed using descriptive statistics, two-way repeated measure ANOVA, and two-way ANOVA. The results of this study showed that:
1. The experimental group had higher scores on fourth grade arithmetic assessment than the reference group. High ability and Low ablility were no interaction with experimental group and reference group on fourth grade arithmetic assessment.
2. Within the experiment group students of low math abilities had better progress score on basic arithmetic fluency than students of high math abilities.
3. The mathematical interest and mathematical confidence of both high and low ability students in experimental group had positive effect on pre-test. However, the two groups showed no significant difference in the progress score of mathematical interest and mathematical confidence.
4. The experimental group made effort attribution for success and failure, and more engagement with arithmetic fluency practices in third SRL cycle than second SRL cycle. Low ability students had a good effect on self-recording.
5. The experimental group had higher arithmetic fluency test score, but high ability students’ and low ability students’ progress score and self-satisfaction had no significant difference.
The experimental results show that Instructional activities enhanced the experimental groups’ arithmetic fluency, attitude toward mathematic and learning engagement. The attribution of experimental group was an internal and unstable factor on third SRL cycle. Moreover, low ability students had a better self-recording and basic arithmetic fluency. Finally, according to experimental findings, the instructional implications were suggested.
|
|---|
