Effect of Personalization on Students' Achievement and Gender Factor in Mathematics Education
The aim of this study is to point out whether personalization of mathematical word problems could affect student achievement or not. The research was applied on two-grades students at spring semester 2008-2009. Before the treatment, students personal data were taken and given to the computer. During the treatment, paper-based personalized problems and paper-based non personalized problems were prepared by computer as the same problems and then these problems were given to students. At the end of the treatment, students- opinion was taken. As a result of this research, it was found out that there were no significant differences between learners through personalized or non-personalized materials, and also there were no significant differences between gender through personalized and non-personalized problems. However, opinion of students was highly positive through the personalized problems.
[1] J. M. Hart, "The Effect of Personalized Word Problems", Teaching
Children Mathematics, vol. 2, no. 8, pp. 504- 505, 1996.
[2] P. G. Anand, and S. M. Ross, "Using Computer Assisted Instruction to
Personalize Arithmetic Materials for Elementary School Children",
Journal of Educational Psychology, vol. 79, no. 1, pp. 72-78, 1987.
[3] C. L. Lopez, and H. J. Sullivan, "Effects of Personalized Math
Instruction for Hispanic Students", Contemporary Educational
Psychology, vol. 16, no. 1, 95-100, 1991.
[4] C. L. Lopez, and H. J. Sullivan, "Effect of Personalization of
Instructional Context on the Achievement and Attitudes of Hispanic
Students", Educational Technology Research and Development, vol. 40,
no. 4, 5-13, 1992.
[5] H. Y. Ku, and H. J. Sullivan, "Personalization of Mathematics Word
Problems in Taiwan", Educational Technology Research and
Development, vol. 48, no. 3, pp. 49-59, 2000.
[6] H. Y. Ku, and H. J. Sullivan, "Student Performance and Attitudes Using
Personalized Mathematics Instruction", Educational Technology
Research and Development, vol. 50, no. 1, pp. 21-34, 2002.
[7] H. Y. Ku, C. Harter, P. L. Liu, Y. C. Cheng, and L. Yang, "The Effects
of Using Personalized Computer-Based Instruction in Mathematics
Learning". National Educational Computing Conference (NECC), New
Orleans, LA, 2004.
[8] C. J, Chen, and P. L. Liu, "Personalized Computer-Assisted
Mathematics Problem-Solving Program and Its Impact on Taiwanese
Students", Journal of Computers in Mathematics and Science Teaching,
vol. 26, no. 2, pp. 105 -121, 2007.
[9] Ömer Çakır Balta, "The Effect of Personalized Mathematical Word
Problems Usage on Students- Achievement in Computer and Classroom
Based Environments" Unpublished Doctoral Dissertation, Department of
Computer Education and Instructional Technologies, Program of
Educational Technology, Institute of Educational Sciences, Ankara
University, Ankara, Turkey, 2008.
[10] National Assessment of Educational Progress (NAEP). (2005, April).
NAEP 2003 Mathematical Report Card for the Nation and the States.
Washington, DC: National Center for Education Statistics. Available:
http://nces.ed.gov/nationsreportcard/mathematics /results2003.
[11] J. P. Wright, and C. D. Wright, "Personalized Verbal Problems: An
Application of the Language Experience Approach", Journal of
Educational Research, vol. 79, no. 6, pp. 358-362, 1986.
[12] E. T. Bates, and L. R. Wiest, "Impact of Personalization of Mathematical
Word Problems on Student Performance", The Mathematics Educator,
vol. 14, no. 2, pp. 17-26, 2004.
[13] E. Tatar, and Y. Soylu, "Okuma-Anlamadaki Başarının Matematik
Başarısına Etkisinin Belirlenmesi Üzerine Bir Çalışma", Kastamonu
E─ƒitim Dergisi, vol. 14, no. 2, pp. 503-508, 2006.
[14] R. E. Mayer, "Memory for algebra story problems", Journal of
Educational Psychology, vol. 74, no. 2, pp. 199-216, 1982.
[15] İ. Karataş, and B. G├╝ven, ( 2004, December). 8. S─▒n─▒f ├û─ƒrencilerinin
Problem ├çözme S├╝recince Kulland─▒─ƒ─▒ Bilgi T├╝rlerinin Analizi.
Available: http://www.matder.org.tr.
[16] E. De Corte, L. Verschaffel, and De Win, L. "Influence of Rewording
Verbal Problems on Children-s Problem Representations and Solutions",
Journal of Educational Psychology, vol. 77, no. 4, pp. 460-470, 1985.
[17] T. Bailey, "Taking the Problems out of Word Problems", Teaching Pre
K-8, vol. 32, no. 4, pp. 60-61, 2002.
[18] S. M. Ross, D. McCormick, N. Krisak, and P. G. Anand, "Personalizing
Context in Teaching Mathematical Concepts: Teacher-Managed and
Computer-Assisted Models", Educational Communication and
Technology Journal, vol. 33, no. 3, pp. 169-178, 1985.
[19] Cordova, D. I. (2005, April) The Effects of Personalization and Choice
on Students' Intrinsic Motivation and Learning, Unpublished PHD,
Stanford University, 1993. Available http://www.positivepractices.com/
Personal/ PersonalizationAbstracts.html.
[20] J. Davis-Dorsey, S. M. Ross, and G. R. Morrison, "The Role of
Rewording and Context Personalization in the Solving of Mathematical
Word Problems", Journal of Educational Psychology, vol. 83, no. 1, pp.
61-68, 1991.
[21] S. M. Ross, and P. G. Anand, "A Computer-Based Strategy for
Personalizing Verbal Problems in Teaching Mathematics", Educational
Communications and Technology Journal, vol. 35, no. 3, pp. 151-162,
1987.
[22] J. N. Herndon, "Achievement and continuing motivation under differing
levels of personalized instruction", Unpublished Doctoral Dissertation,
Arizona State University, USA, 1988.
[23] Ö. Çakır Balta, N. ┼×im┼ƒek, and N. Tezcan, "A Web Based Generation
System for Personalization of E-Learning Materials". WCSET 2009:
World Congress on Science, Engineering and Technology. Dubai,
United Arab Emirates, 2009, pp. 419-422.
[24] A. Yildirim, and H. Simsek, Sosyal Bilimlerde Nitel Arast─▒rma
Yontemleri. [Qualitative Methods in Social Sciences] (3rd edition).
Ankara: Seckin Yay─▒nc─▒l─▒k. 2003.
[1] J. M. Hart, "The Effect of Personalized Word Problems", Teaching
Children Mathematics, vol. 2, no. 8, pp. 504- 505, 1996.
[2] P. G. Anand, and S. M. Ross, "Using Computer Assisted Instruction to
Personalize Arithmetic Materials for Elementary School Children",
Journal of Educational Psychology, vol. 79, no. 1, pp. 72-78, 1987.
[3] C. L. Lopez, and H. J. Sullivan, "Effects of Personalized Math
Instruction for Hispanic Students", Contemporary Educational
Psychology, vol. 16, no. 1, 95-100, 1991.
[4] C. L. Lopez, and H. J. Sullivan, "Effect of Personalization of
Instructional Context on the Achievement and Attitudes of Hispanic
Students", Educational Technology Research and Development, vol. 40,
no. 4, 5-13, 1992.
[5] H. Y. Ku, and H. J. Sullivan, "Personalization of Mathematics Word
Problems in Taiwan", Educational Technology Research and
Development, vol. 48, no. 3, pp. 49-59, 2000.
[6] H. Y. Ku, and H. J. Sullivan, "Student Performance and Attitudes Using
Personalized Mathematics Instruction", Educational Technology
Research and Development, vol. 50, no. 1, pp. 21-34, 2002.
[7] H. Y. Ku, C. Harter, P. L. Liu, Y. C. Cheng, and L. Yang, "The Effects
of Using Personalized Computer-Based Instruction in Mathematics
Learning". National Educational Computing Conference (NECC), New
Orleans, LA, 2004.
[8] C. J, Chen, and P. L. Liu, "Personalized Computer-Assisted
Mathematics Problem-Solving Program and Its Impact on Taiwanese
Students", Journal of Computers in Mathematics and Science Teaching,
vol. 26, no. 2, pp. 105 -121, 2007.
[9] Ömer Çakır Balta, "The Effect of Personalized Mathematical Word
Problems Usage on Students- Achievement in Computer and Classroom
Based Environments" Unpublished Doctoral Dissertation, Department of
Computer Education and Instructional Technologies, Program of
Educational Technology, Institute of Educational Sciences, Ankara
University, Ankara, Turkey, 2008.
[10] National Assessment of Educational Progress (NAEP). (2005, April).
NAEP 2003 Mathematical Report Card for the Nation and the States.
Washington, DC: National Center for Education Statistics. Available:
http://nces.ed.gov/nationsreportcard/mathematics /results2003.
[11] J. P. Wright, and C. D. Wright, "Personalized Verbal Problems: An
Application of the Language Experience Approach", Journal of
Educational Research, vol. 79, no. 6, pp. 358-362, 1986.
[12] E. T. Bates, and L. R. Wiest, "Impact of Personalization of Mathematical
Word Problems on Student Performance", The Mathematics Educator,
vol. 14, no. 2, pp. 17-26, 2004.
[13] E. Tatar, and Y. Soylu, "Okuma-Anlamadaki Başarının Matematik
Başarısına Etkisinin Belirlenmesi Üzerine Bir Çalışma", Kastamonu
E─ƒitim Dergisi, vol. 14, no. 2, pp. 503-508, 2006.
[14] R. E. Mayer, "Memory for algebra story problems", Journal of
Educational Psychology, vol. 74, no. 2, pp. 199-216, 1982.
[15] İ. Karataş, and B. G├╝ven, ( 2004, December). 8. S─▒n─▒f ├û─ƒrencilerinin
Problem ├çözme S├╝recince Kulland─▒─ƒ─▒ Bilgi T├╝rlerinin Analizi.
Available: http://www.matder.org.tr.
[16] E. De Corte, L. Verschaffel, and De Win, L. "Influence of Rewording
Verbal Problems on Children-s Problem Representations and Solutions",
Journal of Educational Psychology, vol. 77, no. 4, pp. 460-470, 1985.
[17] T. Bailey, "Taking the Problems out of Word Problems", Teaching Pre
K-8, vol. 32, no. 4, pp. 60-61, 2002.
[18] S. M. Ross, D. McCormick, N. Krisak, and P. G. Anand, "Personalizing
Context in Teaching Mathematical Concepts: Teacher-Managed and
Computer-Assisted Models", Educational Communication and
Technology Journal, vol. 33, no. 3, pp. 169-178, 1985.
[19] Cordova, D. I. (2005, April) The Effects of Personalization and Choice
on Students' Intrinsic Motivation and Learning, Unpublished PHD,
Stanford University, 1993. Available http://www.positivepractices.com/
Personal/ PersonalizationAbstracts.html.
[20] J. Davis-Dorsey, S. M. Ross, and G. R. Morrison, "The Role of
Rewording and Context Personalization in the Solving of Mathematical
Word Problems", Journal of Educational Psychology, vol. 83, no. 1, pp.
61-68, 1991.
[21] S. M. Ross, and P. G. Anand, "A Computer-Based Strategy for
Personalizing Verbal Problems in Teaching Mathematics", Educational
Communications and Technology Journal, vol. 35, no. 3, pp. 151-162,
1987.
[22] J. N. Herndon, "Achievement and continuing motivation under differing
levels of personalized instruction", Unpublished Doctoral Dissertation,
Arizona State University, USA, 1988.
[23] Ö. Çakır Balta, N. ┼×im┼ƒek, and N. Tezcan, "A Web Based Generation
System for Personalization of E-Learning Materials". WCSET 2009:
World Congress on Science, Engineering and Technology. Dubai,
United Arab Emirates, 2009, pp. 419-422.
[24] A. Yildirim, and H. Simsek, Sosyal Bilimlerde Nitel Arast─▒rma
Yontemleri. [Qualitative Methods in Social Sciences] (3rd edition).
Ankara: Seckin Yay─▒nc─▒l─▒k. 2003.
@article{"International Journal of Business, Human and Social Sciences:56163", author = "Nurettin Simsek and Özlem Cakır", title = "Effect of Personalization on Students' Achievement and Gender Factor in Mathematics Education", abstract = "The aim of this study is to point out whether personalization of mathematical word problems could affect student achievement or not. The research was applied on two-grades students at spring semester 2008-2009. Before the treatment, students personal data were taken and given to the computer. During the treatment, paper-based personalized problems and paper-based non personalized problems were prepared by computer as the same problems and then these problems were given to students. At the end of the treatment, students- opinion was taken. As a result of this research, it was found out that there were no significant differences between learners through personalized or non-personalized materials, and also there were no significant differences between gender through personalized and non-personalized problems. However, opinion of students was highly positive through the personalized problems.
", keywords = "Personalization, word problem, computer aided personalization.", volume = "3", number = "7", pages = "1514-5", }
