An Intervention-Based Active-Learning Strategy To Enhance Student Performance in Mathematics

Abstract

Experiments were performed to study the effect of integrating an intervention strategy on student learning in an active learning environment in three different undergraduate mathematics courses. In these pedagogical experiments, the learning was measured via several subjective tests and the overall final grade for each course. For each course the comparison was made between two sections, one receiving the material via traditional instruction (control section) and the second receiving the material via instruction based on the active learning strategy (experimental section). It was found that students taught using the latter approach performed significantly better in the tests and exams, reflecting a good understanding of the material.

A Flexible Future Education Model—Strategies Drawn from Teaching during the COVID-19 Pandemic

“…Therefore, to teach these courses, various pedagogical options were considered for the virtual learning environment. These include problem-based learning [29,[31][32][33][34][35][36], projectbased learning [37], active learning [38][39][40][41][42][43][44][45], research-based learning [46][47][48], inquiry-based learning [49], problem solving based approach [50], co-operative and small group learning [38,40]. From these, an active learning environment was preferred because it enables students to learn in a hands-on mode.…”

South African Teachers' Beliefs and the Use of Manipulatives to Resolve the Concept-Symbol Schism in Mathematics Learning

“…Ma [42] notes that Chinese teachers prefer to engage students in discussions after the use of manipulatives. There is consensus among scholars [43,44,45] that manipulatives can be used to facilitate deeper understanding of geometrical terms and concepts. This is what Mr Kopung was doing, demonstrating his mathematics content and pedagogical knowledge superiority, over that of Ms Dikgomo and Bohata.…”

Meningkatkan Kemampuan Berpikir Kritis Siswa Kelas Xi TKJ SMK Bina Teknologi Purwokerto Pada Materi Manajemen Bandwidth Menggunakan Model Pembelajaran Problem Based Learning

“…Dalam kurikulumnya, dirancang masalah-masalah yang menuntut siswa mendapatkan pengetahuan yang penting, membuat mereka mahir dalam memecahkan masalah, dan memiliki strategi belajar sendiri serta memiliki kecakapan berpartisipasi dalam tim. Pembelajaran yang berlangsung secara aktif (active learning) memberikan pemahaman yang lebih mendalam terhadap materi yang diajarkan (Sidhu & Srinivasan, 2018). Pembelajaran yang aktif juga bermanfaat bagi keterlibatan (engagement) dan motivasi siswa untuk belajar ( Mustikaningrum, Maryono, & Yuana, 2017).…”