Details

Autor(en) / Beteiligte

• Liao, Ying
• Lin, Wen-He

Titel

Effects of Matching Multiple Memory Strategies with Computer-Assisted Instruction on Students' Statistics Learning Achievement

Ist Teil von

• Eurasia journal of mathematics, science and technology education, 2016-12, Vol.12 (12), p.2921-2931

Ort / Verlag

EURASIA

Erscheinungsjahr

2016

Quelle

ERIC

Beschreibungen/Notizen

• In the era when digitalization is pursued, numbers are the major medium of information performance and statistics is the primary instrument to interpret and analyze numerical information. For this reason, the cultivation of fundamental statistical literacy should be a key in the learning area of mathematics at the stage of compulsory education. The emphasis on the expression and communication of charts, the understanding of preliminary concepts of sampling and probability, and the accurate application of statistical data to real life should be the blueprint of the thematic instruction. To effectively achieve the research objectives and test the research hypotheses, the nonequivalent pretest posttest control group design model is utilized for the experimental research. Total 208 students in Nanjing Auditing University are sampled for the 15-week experimental instruction, 3hr per week for total 45 hours. The research results are summarized as below. 1. Multiple memory strategies reveal significant effects on learning outcomes. 2. Multiple memory strategies appear remarkable effects on learning gains. 3. Computer-assisted instruction presents notable effects on learning outcomes. 4. Computer-assisted instruction shows significant effects on learning gains. 5. Matching multiple memory strategies with computer-assisted instruction could remarkably promote learning outcomes. 6. Matching multiple memory strategies with computer-assisted instruction could notably enhance learning gains. According to the analyses, suggestions are proposed to help the statistics instruction in mathematics and promote students 'statistics learning achievement.