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American Journal of Educational Research

ISSN (Print): 2327-6126

ISSN (Online): 2327-6150

Editor-in-Chief: Freddie W. Litton

Website: http://www.sciepub.com/journal/EDUCATION

Google-based Impact Factor: 1.27   Citations

Article

The Effects of Training on Computational Fluency and Working Memory on Students’ Achievement and Retention in Algebra

1University of Science and Technology of Southern Philippines, Philippines


American Journal of Educational Research. 2016, 4(18), 1249-1256
doi: 10.12691/education-4-18-2
Copyright © 2016 Science and Education Publishing

Cite this paper:
Jennifer O. Parcutilo, Charita A. Luna. The Effects of Training on Computational Fluency and Working Memory on Students’ Achievement and Retention in Algebra. American Journal of Educational Research. 2016; 4(18):1249-1256. doi: 10.12691/education-4-18-2.

Correspondence to: Jennifer  O. Parcutilo, University of Science and Technology of Southern Philippines, Philippines. Email: jenniferparcutilo@yahoo.com

Abstract

Many students, despite a good understanding of mathematical concepts, are hindered by simple calculations. Recent cognitive researches claimed that working memory which is the limited capacity system of the brain that allows simultaneous storage and processing of temporary information may be improved through trainings and, consequently, improved mathematics performance. The purpose of this study is to investigate the effect of the dual task training on computational fluency with a load of working memory task compared to the traditional basic mathematics drill on the students’ achievement and retention in high school algebra. This research made use of two randomly chosen intact groups of fourth year high school students who were given both pretest and posttest using three validated instruments. A 3-week follow-up test was administered to assess algebra retention. This study found that the students who received the dual task training have significantly higher gains in their computational fluency and working memory ability. However, both groups were comparable in terms of their algebra achievement and retention after the 6-week training. The computational fluency was also found to be a predictor of the students’ achievement and retention in algebra. Thus, the working memory training has no direct effect on the students’ algebra achievement but mediated the effect of computational fluency. A longer and uninterrupted experimental period is recommended for further studies with a focus on binary number tasks as this was found to predict computational fluency.

Keywords

References

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Article

Pervasive Mobile Learning System in the New Millennium

1Institute of Applied Science and Technology of Sousse, Tunisia

2ISET Kairoaun, University Tunisia

3Department of Education, Sidho-Kanho-Birsha University, Purulia


American Journal of Educational Research. 2016, 4(18), 1257-1264
doi: 10.12691/education-4-18-3
Copyright © 2016 Science and Education Publishing

Cite this paper:
Shili Mohamed, Moez Chebbi, Santosh Kumar Behera. Pervasive Mobile Learning System in the New Millennium. American Journal of Educational Research. 2016; 4(18):1257-1264. doi: 10.12691/education-4-18-3.

Correspondence to: Shili  Mohamed, Institute of Applied Science and Technology of Sousse, Tunisia. Email: santoshbehera.skbu@gmail.com

Abstract

This paper presents a new approach in the localization of student in the class. This paper reviews the evolution of learning technologies in general and recent advances in mobile learning and pervasive learning in particular. In this work, we aim to study, model and simulate an ambient mobile system based on intelligent agents for the Mobile learning (M- learning). The mobile agent concept is not based on the traditional client-server model, but on distributed executive models. The mobile agent concept is not based on the traditional client-server model, but on distributed executive models. In our work we proceed as follows: first, we introduce the scope and the genesis of our research, second, we hold out the related works, afterwards, we present our system model for the M-learning and an overview of the system implementation, and finally we conclude our work and give some perspectives.

Keywords

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Article

Increasing Reading Comprehension Ability through Visualizing Media of 4th Grader Students at Labschool Primary School Setiabudi South Jakarta

1Education Faculty, State University of Jakarta Indonesia


American Journal of Educational Research. 2016, 4(18), 1265-1270
doi: 10.12691/education-4-18-4
Copyright © 2016 Science and Education Publishing

Cite this paper:
Herlina Usman. Increasing Reading Comprehension Ability through Visualizing Media of 4th Grader Students at Labschool Primary School Setiabudi South Jakarta. American Journal of Educational Research. 2016; 4(18):1265-1270. doi: 10.12691/education-4-18-4.

Correspondence to: Herlina  Usman, Education Faculty, State University of Jakarta Indonesia. Email: herlina.unj.id@gmail.com

Abstract

The objective of this research is to investigate whether the implementation of visualizing Media can increase students’ reading comprehension ability at the fourth grade students of Labschool Primary School Setiabudi South Jakarta. The strategy was applied by having students to draw their visualizations on the provided storyboarding worksheet while reading a simple text. This is the Classroom Action Research that was conducted in two cycles according the model of Kemmis and Taggart. This model describes into a spiral consist of planning, acting, observing, reflecting and replaning. Subject of this research were 22 fourth grader students from Labschool Primary School Setiabudi South Jakarta. The data were collected through test instrument to measure students’ level of reading comprehension. There was also record the activity of teacher and student in class to test the efficacy of visualizing strategy in a teaching environment including teacher and students’ activities. The instruments have been validated by expert judgement. The result of this research is a significant increase in reading comprehension ability score after the application of visualizing strategy. In cycle 1, percentage of students who scored ≥ 70 are only 63, 6% whereas in cycle 2 the score increased to 95,4%. The increment in students’ grade of reading comprehension ability is a direct result of the implementation of visualizing strategy’s efficacy which also increased from 65, 8% to 93, 3%.

Keywords

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