NotesFAQContact Us
Collection
Advanced
Search Tips
Laws, Policies, & Programs
Pell Grant Program1
What Works Clearinghouse Rating
Showing 1 to 15 of 39 results Save | Export
Lee, Ji-Eun; Hornburg, Caroline Byrd; Chan, Jenny Yun-Chen; Ottmar, Erin – Grantee Submission, 2021
We investigated the effects of proximal grouping of numbers, problem-solving goals to make 100, and prior knowledge on students' solution strategies in an online mathematics game. Logistic regression on 857 problem-level data points from 227 middle-school students showed that students were more likely to use productive solution strategies on…
Descriptors: Mathematics Instruction, Teaching Methods, Middle School Students, Computer Games
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Saifurrisal, Ahmad Hasan – International Society for Technology, Education, and Science, 2022
Problem-solving is one of the 21st-century skills. However, students still have difficulty solving sequences and series word problems. The purpose of this research is to analyze students' errors in solving sequences and series word problems based on problem-solving steps of Polya. The research method is descriptive qualitative. The research…
Descriptors: Error Patterns, Word Problems (Mathematics), Mathematics Tests, Student Attitudes
Anita B. Delahay; Marsha C. Lovett – Grantee Submission, 2019
Prior knowledge has long been recognized as an important predictor of learning, yet the term prior knowledge is often applied to related but distinct constructs. We define a specific form of prior knowledge, ancillary knowledge, as knowledge of concepts and skills that enable learners to gain the most from a target lesson. Ancillary knowledge is…
Descriptors: Undergraduate Students, Prior Learning, Experiential Learning, Introductory Courses
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Nagashima, Tomohiro; Bartel, Anna N.; Yadav, Gautam; Tseng, Stephanie; Vest, Nicholas A.; Silla, Elena M.; Alibali, Martha W.; Aleven, Vincent – Grantee Submission, 2021
Prior research shows that self-explanation promotes understanding by helping learners connect new knowledge with prior knowledge. However, despite ample evidence supporting the effectiveness of self-explanation, an instructional design challenge emerges in how best to scaffold self-explanation. In particular, it is an open challenge to design…
Descriptors: Teaching Methods, Mathematics Instruction, Algebra, Middle School Students
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Alagözlü, Nuray – Journal of Language and Linguistic Studies, 2018
Vocabulary researchers generally point out three strategies that learners apply in order to find out the meanings of unknown words on their own (Graves, 2006; 2007). The use of context, word parts, reference materials ((e.g. dictionaries, glossaries, thesauruses, both print and online) in-text definition/explanations, synonyms, examples,…
Descriptors: Figurative Language, Reference Materials, Vocabulary Skills, Prediction
Peer reviewed Peer reviewed
Direct linkDirect link
Farruggia, Sue P.; Han, Cheon-woo; Solomon, Bonnie – AERA Online Paper Repository, 2017
This study tested a comprehensive model of the effects of noncognitive factors (academic mindsets, learning strategies, grit), as well as student background (e.g., Pell-eligibility) and academic preparation (e.g., high school GPA), on college academic performance (e.g. first-term GPA) and retention through structural equation modeling.…
Descriptors: Academic Achievement, Student Attitudes, Learning Strategies, Academic Persistence
Peer reviewed Peer reviewed
Direct linkDirect link
Cromley, Jennifer G.; Kaplan, Avi; Totonchi, Delaram A.; Stine, Kevin; Mara, Kyle R.; Balsai, Michael; Ta – AERA Online Paper Repository, 2017
We built on two cognitive and three motivational theoretical constructs to create a combined intervention aiming to improve course achievement and retention in STEM for first-year ("gateway") biology students. Participants were 350 students in one of 8 conditions or a no-treatment control group. Messages supporting cognition and…
Descriptors: Undergraduate Students, Biology, Science Instruction, Management Systems
Zhu, Li; Grabowski, Barbara – Association for Educational Communications and Technology, 2004
The purpose of this quantitative study was to investigate the instructional effects of various animation strategies. Three treatment groups involved include static graphic, animation used as an attention-gaining strategy, and animation used as an attention-gaining and elaboration strategy. Participants were 115 college student volunteers. Two-way…
Descriptors: Prior Learning, Animation, College Students, Educational Objectives
Beeth, Michael E.; Hewson, Peter W. – 1997
This paper addresses the question of how teachers can support and facilitate conceptual change in student thinking. It begins with a discussion of the multiple meanings of the term conceptual change. An argument is presented for the notion that recent developments in research in science learning have dramatic implications for what students are…
Descriptors: Cognitive Psychology, Concept Formation, Constructivism (Learning), Elementary Secondary Education
BouJaoude, Saouma B. – 1990
The purpose of this study was to: (1) investigate the relationship between the learning approaches of high school students, their prior knowledge, and their attitudes toward chemistry, and their performance on a misconceptions test; and (2) describe and analyze the differences between the responses of students of different learning approaches on…
Descriptors: Abstract Reasoning, Attitudes, Chemistry, Concept Formation
Peer reviewed Peer reviewed
Willoughby, Teena; And Others – Contemporary Educational Psychology, 1993
Studied prior knowledge as a mediator of effectiveness of the elaborative interrogation strategy for 50 male and 50 female undergraduates in a learning task. The elaborative interpretation group had significantly greater matching scores on an associative memory test for animal information than the control group only for familiar animals. (SLD)
Descriptors: Associative Learning, Control Groups, Experimental Groups, Familiarity
Wode, Henning – 1980
Human capacity for language acquisition is not strictly compartmentalized, with one acquisitional mechanism for the native language and others totally unrelated to it; rather, it consists of a unified mechanism flexible enough to handle various differences in external settings. This learning system operates on the formal properties of the…
Descriptors: Comparative Analysis, Developmental Stages, Individual Differences, Language Acquisition
Smith, Lynn C.; And Others – 1983
A study examined students' ability to comprehend consistent or inconsistent text when activating relevant or irrelevant background knowledge. Fifty-five grade six students reading at or above grade level were randomly assigned to one of four treatment groups: activated/consistent, nonactivated/consistent, activated/inconsistent, and…
Descriptors: Content Area Reading, Grade 6, Intermediate Grades, Learning Strategies
Travers, Nan L.; Sheckley, Barry G. – 2000
This study addressed the question: "What instructional techniques are most effective in helping students learn how to self-regulate their learning?" An integrated model based on current research in self-regulated learning (SRL) was used to explain changes in students' SRL. Five key instructional practices were identified and embedded…
Descriptors: Abstract Reasoning, College Students, Community Colleges, Feedback
Vick, Marian L.; Lynn, Jo Ann – 1983
Recent studies refuting the effectiveness of advance organizers in preparing students to comprehend text material have not met the conditions necessary for advance organizers to succeed. According to the assimilation theory, which holds that people learn by chaining what is known to what is to be learned, the following conditions must be met for…
Descriptors: Advance Organizers, Graphic Organizers, Learning Strategies, Prior Learning
Previous Page | Next Page »
Pages: 1  |  2  |  3