The Effects of Two Generative Activities on Learner Comprehension of Part-Whole Meaning of Rational Numbers Using Virtual Manipulatives

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Trespalacios, J. (2010). The Effects of Two Generative Activities on Learner Comprehension of Part-Whole Meaning of Rational Numbers Using Virtual Manipulatives. Journal of Computers in Mathematics and Science Teaching, 29(3), 327-346. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/33063.

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Journal Information

Journal of Computers in Mathematics and Science Teaching
ISSN 0731-9258
Volume 29, Issue 3, August 2010
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JCMST

Author

Jesus Trespalacios, New Mexico State University, United States

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.

Keywords

• Elementary Education
• Children
• Mathematics
• Cognition
• Educational Technology
• Instructional Design
• Teaching Methods
• Computers

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