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Comparing Computer-Based Programs' Impact on Problem Solving Ability and Motivation.

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Τίτλος: Comparing Computer-Based Programs' Impact on Problem Solving Ability and Motivation.
Συγγραφείς: Doster, Hannah, Cuevas, Josh
Πηγή: International Journal on Social & Education Sciences (IJonSES); 2021, p457-488, 32p
Θεματικοί όροι: Mathematics, Motivation (Psychology), Computers, Problem solving, Computer programming
Περίληψη: Teaching mathematics involves a variety of techniques and approaches in order to reach students' academic needs in a way that aids them in achieving at the level required by state standards. One of the ways that educators are meeting the needs of their students is through using computer-based programs. In this study, 17 fifth grade students were placed into two groups and assigned computerbased programs. One program, MobyMax, offered students scaffolding measures to aid in concept development. The other program, IXL, offered students detailed feedback in response to their answer submissions. This study was designed to determine the impact of the features of the two computer-based programs on student achievement through problem solving and their level of motivation. Students in both groups experienced gains in problem-solving ability on average, while it appeared that those who received instruction through MobyMax benefitted more. Time spent on the program did not appear to be a contributing factor to gain score for problem solving. And student motivation showed little change throughout using either computer-based program. [ABSTRACT FROM AUTHOR]
Copyright of International Journal on Social & Education Sciences (IJonSES) is the property of International Journal on Social & Education Sciences (IJonSES) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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PubType: Academic Journal
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  Data: Comparing Computer-Based Programs' Impact on Problem Solving Ability and Motivation.
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  Data: International Journal on Social & Education Sciences (IJonSES); 2021, p457-488, 32p
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  Data: <searchLink fieldCode="DE" term="%22Mathematics%22">Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Motivation+%28Psychology%29%22">Motivation (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Computers%22">Computers</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+solving%22">Problem solving</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+programming%22">Computer programming</searchLink>
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  Data: Teaching mathematics involves a variety of techniques and approaches in order to reach students' academic needs in a way that aids them in achieving at the level required by state standards. One of the ways that educators are meeting the needs of their students is through using computer-based programs. In this study, 17 fifth grade students were placed into two groups and assigned computerbased programs. One program, MobyMax, offered students scaffolding measures to aid in concept development. The other program, IXL, offered students detailed feedback in response to their answer submissions. This study was designed to determine the impact of the features of the two computer-based programs on student achievement through problem solving and their level of motivation. Students in both groups experienced gains in problem-solving ability on average, while it appeared that those who received instruction through MobyMax benefitted more. Time spent on the program did not appear to be a contributing factor to gain score for problem solving. And student motivation showed little change throughout using either computer-based program. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label:
  Group: Ab
  Data: <i>Copyright of International Journal on Social & Education Sciences (IJonSES) is the property of International Journal on Social & Education Sciences (IJonSES) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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        Value: 10.46328/ijonses.121
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      – Code: eng
        Text: English
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      Pagination:
        PageCount: 32
        StartPage: 457
    Subjects:
      – SubjectFull: Mathematics
        Type: general
      – SubjectFull: Motivation (Psychology)
        Type: general
      – SubjectFull: Computers
        Type: general
      – SubjectFull: Problem solving
        Type: general
      – SubjectFull: Computer programming
        Type: general
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      – TitleFull: Comparing Computer-Based Programs' Impact on Problem Solving Ability and Motivation.
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            – D: 01
              M: 09
              Text: 2021
              Type: published
              Y: 2021
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