Helping low-achieving students to comprehend the area of basic geometric shapes using an enclosing-rectangle scaffold via computer-assisted instruction
AbstractThis study combined the principles of multimedia message design with an enclosing-rectangle scaffold to facilitate instruction on deriving the area of basic geometric shapes. A pretest/posttest/delayed-posttest design was used to compare the effectiveness of the enclosing-rectangle scaffold...
| Main Authors: | , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Taylor & Francis Group
2023-12-01
|
| Series: | Cogent Education |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2023.2277576 |
| _version_ | 1797390196445020160 |
|---|---|
| author | Chun-Yi Lee Kin Hang Lei Ming-Jang Chen Chia-Rong Lee Chao-Chi Chen |
| author_facet | Chun-Yi Lee Kin Hang Lei Ming-Jang Chen Chia-Rong Lee Chao-Chi Chen |
| author_sort | Chun-Yi Lee |
| collection | DOAJ |
| description | AbstractThis study combined the principles of multimedia message design with an enclosing-rectangle scaffold to facilitate instruction on deriving the area of basic geometric shapes. A pretest/posttest/delayed-posttest design was used to compare the effectiveness of the enclosing-rectangle scaffold with that of conventional dissection/rearrangement methods among low-achieving seventh-grade students. These fifty-six low-achieving students were averagely assigned to one of two teaching methods. In immediate and delayed testing, an enclosing-rectangle scaffold proved significantly more effective than the conventional approach (posttest: F (1,53) = 16.148, p = <.001, η2 = .234; delayed posttest: F (1,53) = 13.502, p = <.001, η2 = .203). These findings demonstrate the effectiveness of stepwise visualisation within a coherent context in facilitating the selection, organisation, and integration of mathematical concepts. Given the ongoing challenges that students face in comprehending the formula for calculating the area of a trapezoid, there is a need for further research in this area to identify effective instructional approaches and strategies. |
| first_indexed | 2024-03-08T23:08:18Z |
| format | Article |
| id | doaj.art-3550b9a763fa4fe28c480222b1586990 |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-03-08T23:08:18Z |
| publishDate | 2023-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-3550b9a763fa4fe28c480222b15869902023-12-15T10:31:08ZengTaylor & Francis GroupCogent Education2331-186X2023-12-0110210.1080/2331186X.2023.2277576Helping low-achieving students to comprehend the area of basic geometric shapes using an enclosing-rectangle scaffold via computer-assisted instructionChun-Yi Lee0Kin Hang Lei1Ming-Jang Chen2Chia-Rong Lee3Chao-Chi Chen4Center for Teacher Education, National Taipei University, New Taipei City, TaiwanEscola Oficial Zheng Guanying, Macao SAR, ChinaCenter for General Education, National Chiao Tung University, Hsinchu City, TaiwanGeneral Education Center, National Yunlin University of Science and Technology, Yunlin, TaiwanJunior High Division, Chung Ming Senior High School, Taichung, TaiwanAbstractThis study combined the principles of multimedia message design with an enclosing-rectangle scaffold to facilitate instruction on deriving the area of basic geometric shapes. A pretest/posttest/delayed-posttest design was used to compare the effectiveness of the enclosing-rectangle scaffold with that of conventional dissection/rearrangement methods among low-achieving seventh-grade students. These fifty-six low-achieving students were averagely assigned to one of two teaching methods. In immediate and delayed testing, an enclosing-rectangle scaffold proved significantly more effective than the conventional approach (posttest: F (1,53) = 16.148, p = <.001, η2 = .234; delayed posttest: F (1,53) = 13.502, p = <.001, η2 = .203). These findings demonstrate the effectiveness of stepwise visualisation within a coherent context in facilitating the selection, organisation, and integration of mathematical concepts. Given the ongoing challenges that students face in comprehending the formula for calculating the area of a trapezoid, there is a need for further research in this area to identify effective instructional approaches and strategies.https://www.tandfonline.com/doi/10.1080/2331186X.2023.2277576areageometric shapeslow-achieving studentsscaffoldvisualisation |
| spellingShingle | Chun-Yi Lee Kin Hang Lei Ming-Jang Chen Chia-Rong Lee Chao-Chi Chen Helping low-achieving students to comprehend the area of basic geometric shapes using an enclosing-rectangle scaffold via computer-assisted instruction Cogent Education area geometric shapes low-achieving students scaffold visualisation |
| title | Helping low-achieving students to comprehend the area of basic geometric shapes using an enclosing-rectangle scaffold via computer-assisted instruction |
| title_full | Helping low-achieving students to comprehend the area of basic geometric shapes using an enclosing-rectangle scaffold via computer-assisted instruction |
| title_fullStr | Helping low-achieving students to comprehend the area of basic geometric shapes using an enclosing-rectangle scaffold via computer-assisted instruction |
| title_full_unstemmed | Helping low-achieving students to comprehend the area of basic geometric shapes using an enclosing-rectangle scaffold via computer-assisted instruction |
| title_short | Helping low-achieving students to comprehend the area of basic geometric shapes using an enclosing-rectangle scaffold via computer-assisted instruction |
| title_sort | helping low achieving students to comprehend the area of basic geometric shapes using an enclosing rectangle scaffold via computer assisted instruction |
| topic | area geometric shapes low-achieving students scaffold visualisation |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2023.2277576 |
| work_keys_str_mv | AT chunyilee helpinglowachievingstudentstocomprehendtheareaofbasicgeometricshapesusinganenclosingrectanglescaffoldviacomputerassistedinstruction AT kinhanglei helpinglowachievingstudentstocomprehendtheareaofbasicgeometricshapesusinganenclosingrectanglescaffoldviacomputerassistedinstruction AT mingjangchen helpinglowachievingstudentstocomprehendtheareaofbasicgeometricshapesusinganenclosingrectanglescaffoldviacomputerassistedinstruction AT chiaronglee helpinglowachievingstudentstocomprehendtheareaofbasicgeometricshapesusinganenclosingrectanglescaffoldviacomputerassistedinstruction AT chaochichen helpinglowachievingstudentstocomprehendtheareaofbasicgeometricshapesusinganenclosingrectanglescaffoldviacomputerassistedinstruction |