Article
The Effects of Two Generative Activities on Learner Comprehension of Part-Whole Meaning of Rational Numbers Using Virtual Manipulatives
The Journal of Computers in Mathematics and Science Teaching
(2010)
Abstract
This study investigated the effects of two generative learning activities on students' academic achievement of the part-whole meaning of rational numbers while using virtual manipulatives. Third-grade students were divided randomly in two groups to evaluate the effects of two generative learning activities: answering-questions and generating-examples while using two virtual manipulatives related to part-whole meaning of rational numbers. The study employed an experimental design with pre- and post-tests. A 2x2 mixed analysis of variance (ANOVA) was used to determine any significant interaction between the two groups (answering-questions and generating-examples) and between two tests (pre-test and immediate post-test). In addition, a 2x3 mixed analysis of variance (ANOVA) and a Bonferroni post-hoc analysis were used to determine the effects of the generative strategies on fostering comprehension, and to determine any significant differences between the two groups (answering-questions and generating-examples) and among the three tests (pre-test, immediate post-test, and delayed posttest). Results showed that an answering-questions strategy had a significantly greater effect than a generating-examples strategy on an immediate comprehension posttest. In addition, no significant interaction was found between the generative strategies on a delayed comprehension tests.
Disciplines
Publication Date
August 1, 2010
Citation Information
Jesus H. Trespalacios. "The Effects of Two Generative Activities on Learner Comprehension of Part-Whole Meaning of Rational Numbers Using Virtual Manipulatives" The Journal of Computers in Mathematics and Science Teaching Vol. 29 Iss. 3 (2010) Available at: http://works.bepress.com/jesus_trespalacios/10/