Learning Aids' Effect on Mathematical Performance in Grade 8 of Vocational Education in Flanders (Belgium)

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Abstract

In this study we experimentally tested whether Grade 8 vocational students in Flanders (Belgium) benefit from being able to use learning aids during a low-stakes assessment. Based on literature and teacher experiences the main hypothesis is that the use of learning aids causes advantages as they compensate for lacking knowledge/skills and reduce strain on short term memory. Multilevel regression models were used to analyze differences between students in two conditions (learning aids versus no learning aids), accounted for background variables. Results revealed that being able to use learning aids does not increase students’ performances for the investigated mathematics tests. Hence, correct mathematical problem solving seems to depend on more than just the presence and use of learning aids.

Authors

• Margo Vandenbroeck, KU Leuven

• Rianne Janssen, KU Leuven