Effects of a Mathematics Cognitive Acceleration Program on Student Achievement and Motivation.
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| Title: | Effects of a Mathematics Cognitive Acceleration Program on Student Achievement and Motivation. |
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| Authors: | Finau, Teukava1 teukava.finau@postgrad.curtin.edu.au, Treagust, David F.1 D.Treagust@curtin.edu.au, Won, Mihye1 Mihye.Won@curtin.edu.au, Chandrasegaran, A. L.1 A.Chandrasegaran@exchange.curtin.edu.au |
| Source: | International Journal of Science & Mathematics Education. Jan2018, Vol. 16 Issue 1, p183-202. 20p. |
| Subject Terms: | *Mathematics education (Higher), *College curriculum, *Academic achievement, *Effective teaching, *Higher education |
| Abstract: | This paper presents the effects of a cognitive acceleration program in mathematics classes on Tongan students' achievements, motivation and self-regulation. Cognitive Acceleration in Mathematics Education (CAME) is a program developed at King's College and implemented worldwide with the aim of improving students' thinking skills, mathematics performance and attitudes. The first author adapted the program materials to Tongan educational context and provided support to participating teachers for 8 months. This study employed a quasi-experimental design with 219 Year 8 students as the experimental group and 119 Year 8 students as the comparison group. There were a significant differences in the mean scores between the pre-test and post-test of the three instruments that were employed in the study, indicating that learning mathematics under the CAME program had a positive effect on levels of students' self-regulation, motivation and mathematics achievement. Students also reported changes to the ways they learn mathematics. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This paper presents the effects of a cognitive acceleration program in mathematics classes on Tongan students' achievements, motivation and self-regulation. Cognitive Acceleration in Mathematics Education (CAME) is a program developed at King's College and implemented worldwide with the aim of improving students' thinking skills, mathematics performance and attitudes. The first author adapted the program materials to Tongan educational context and provided support to participating teachers for 8 months. This study employed a quasi-experimental design with 219 Year 8 students as the experimental group and 119 Year 8 students as the comparison group. There were a significant differences in the mean scores between the pre-test and post-test of the three instruments that were employed in the study, indicating that learning mathematics under the CAME program had a positive effect on levels of students' self-regulation, motivation and mathematics achievement. Students also reported changes to the ways they learn mathematics. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 15710068 |
| DOI: | 10.1007/s10763-016-9763-5 |
