The effect of mobile scaffolding on academic achievement and cognitive load of third grade students in mathematical problem solving

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Asia Pacific Education Review Pub Date : 2024-03-16 DOI:10.1007/s12564-024-09951-8

Firuzan Hilal Karabay, Can Meşe

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Abstract

In the study, problem-solving educational software (ProSES) was developed to reduce the challenges and mistakes experienced by primary school third-grade students in mathematical problem solving and to provide scaffolding and hint support for teacher help for the students using mobile technologies. The study aimed to determine the impact of the employment of this educational software on academic achievements and cognitive load of the students. The study was conducted with the experimental design, a quantitative research method, with 130 third grade students during the 2019–2020 academic year fall semester. Based on the study aim, ProSES was employed in two experimental and one control groups. All group members were assigned with simple random sampling method. Mental effort scale, task completion speed and academic achievement test were used to collect the study data. The findings showed that scaffolding was effective in academic achievement. Thus, this study adds to the current literature by showing that mobile scaffolding effective to improve students’ problem solving in mathematical problems of teacher support in primary education.

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移动支架对三年级学生数学解题中的学业成绩和认知负荷的影响

本研究开发了问题解决教育软件（ProSES），以减少小学三年级学生在数学问题解决中遇到的挑战和错误，并利用移动技术为学生提供脚手架和提示支持，以便教师帮助学生。本研究旨在确定使用该教育软件对学生学业成绩和认知负荷的影响。本研究采用实验设计、定量研究方法，在2019-2020学年秋季学期对130名三年级学生进行了研究。根据研究目的，在两个实验组和一个对照组中使用了 ProSES。所有组员均采用简单随机抽样法分配。心理努力量表、任务完成速度和学业成绩测试被用来收集研究数据。研究结果表明，脚手架对提高学习成绩很有效。因此，这项研究表明，在小学教育中，教师支持下的移动支架能有效提高学生解决数学问题的能力，从而为现有文献提供了新的资料。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Asia Pacific Education Review EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.20

自引率

4.30%

发文量

期刊介绍： The Asia Pacific Education Review (APER) aims to stimulate research, encourage academic exchange, and enhance the professional development of scholars and other researchers who are interested in educational and cultural issues in the Asia Pacific region. APER covers all areas of educational research, with a focus on cross-cultural, comparative and other studies with a broad Asia-Pacific context. APER is a peer reviewed journal produced by the Education Research Institute at Seoul National University. It was founded by the Institute of Asia Pacific Education Development, Seoul National University in 2000, which is owned and operated by Education Research Institute at Seoul National University since 2003. APER requires all submitted manuscripts to follow the seventh edition of the Publication Manual of the American Psychological Association (APA; http://www.apastyle.org/index.aspx).