Can a Computer-Based Story Be Helpful for Students’ Mathematics Word-Problem-Solving Achievement?

• In Event: Roundtable Session 10
  In Roundtable Session: Instructional Technology SIG Roundtable Session: Computer Training in the Classrooms

Abstract

This study investigated the effect of a computer-based story on sixth grade students’ mathematics word problem-solving achievement. A mathematics word problems-embedded story presented on computer (computer-story) and on paper (paper-story), and the same problems presented in isolated format (non-story). 128 sixth grade students completed a mathematics word problem solving pretest, randomly assigned to and completed one of the treatments, and solved mathematics word problem solving and a story comprehension posttest (story groups only). A one-way ANCOVA was utilized and the results suggested that the computer-story group had significantly higher problem-solving achievement scores than the paper-story and isolated word-problems groups. In addition, the story was found to be significantly more effective than the non-story treatment when it was presented on computer.

Author

• Nilgun Gunbas, Kafkas University