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- Title
Effects of Mathematics Lesson Activities and Computer Use on Algebra Achievement of Eighth-Grade Students in the United States and Japan: FINDINGS FROM THE TIMSS 2007 ASSESSMENT.
- Authors
House, J. Daniel; Telese, James A.
- Abstract
A critical area for the application of computer technologies and instructional design strategies is mathematics teaching and learning. Several computer activities and classroom teaching methods have been used to improve student outcomes in mathematics. Results from cross-cultural assessments have indicated that students in Japan scored above international averages on mathematics achievement and a number of studies have been conducted to identify instructional practices that contribute to the achievement of Japanese students. The purpose of this study was to investigate relationships between mathematics lesson activities, beliefs about mathematics and computer activities, and algebra achievement of eighth-grade students in the United States and Japan. Students included in these analyses were from the TIMSS 2007 Population 2 (eighth-grade) samples from the United States and Japan. Because of the complex sampling design of the TIMSS 2007 assessment, jackknife variance estimation procedures using replicate weights were employed for this study. Multiple regression procedures were used to examine the contributions of each variable toward the explanation of algebra test scores. There were several significant findings from this study. Students in both the United States and Japan who used computers at home and at school also showed high levels of algebra achievement. Students from both countries who reported positive appraisals of their mathematics abilities also earned high algebra test scores. Conversely, students who expressed negative comparisons of themselves to their classmates tended to show low levels of algebra achievement. Considering classroom lesson activities, students from the United States and Japan who reported that they frequently worked problems on their own and reviewed their homework during mathematics lessons also tended to earn high algebra test scores. These results emphasize the importance of considering student characteristics and instructional activities when examining factors associated with mathematics achievement outcomes.
- Subjects
UNITED States; JAPAN; ALGEBRA education in elementary schools; ACTIVITY programs in elementary education; OUTCOME-based education; EDUCATIONAL outcomes; COMPUTERS in education; ACADEMIC achievement
- Publication
International Journal of Instructional Media, 2012, Vol 39, Issue 1, p69
- ISSN
0092-1815
- Publication type
Article