How prior knowledge, learning, teaching and assessment affect students’ achievements in Mathematics

Xhomara, Nazmi

doi:10.7203/realia.25.15780

Cited by 6 publications

(4 citation statements)

References 67 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…La Tabla 6 muestra que los estudiantes más favorecidos con saberes previos no se perjudican con los niveles de mediación pedagógica, pues sus recursos cognitivos les ayudan a enfrentar los desniveles en tutoría pedagógica. Esto se debe a que, como demuestran en sus estudios Dong et al;Xhomara (2020;2020), los estudiantes con mejores saberes previos tienen una mejor compromiso en su aprendizaje; es decir, como bien afirma Hirsch Jr. (1997), el capital cultural permite tener más conocimientos. Otros estudios que tienen en cuenta las tres variables de estudio de la presente investigación (Berkhout et al, 2017;Kuang et al, 2020;Roll et al, 2018;van Riesen et al, 2018bvan Riesen et al, , 2018avan Riesen et al, 2022) dejan en evidencia que los estudiantes menos favorecidos cognoscitivamente son los que se perjudican con el escaso apoyo pedagógico.…”

Section: Discussionunclassified

Saberes previos, mediación pedagógica y aprendizaje en la gestión de la educación universitaria

Dávila¹,

Ledesma-Pérez²

2023

regunt

View full text Add to dashboard Cite

La educación universitaria corresponde al nivel terciario y está orientada a la formación de profesionales competentes con dominio de las habilidades duras de la especialidad y habilidades blandas para el éxito en su desempeño profesional. Durante el proceso de profesionalización, deben aprovecharse todas las experiencias que trae y que gravitaron para la elección de la carrera. Por ello, el aprendizaje en la buena práctica de la gestión universitaria requiere saberes previos y mediación del docente; sin embargo, existe una tendencia a promover enseñanzas con escasa guía pedagógica debido a orientaciones constructivistas sobre la autonomía del estudiante y existen pocos estudios que muestran los resultados de tales prácticas educativas. La presente investigación tiene como objetivo demostrar que los niveles de mediación pedagógica tienen efecto diferente en los resultados de aprendizaje según los niveles de saberes previos. El diseño de investigación es cuasi experimental, con una muestra de veintiséis estudiantes universitarios de grupo intacto, a partir del cual se formaron los grupos experimental y control con asignación aleatoria. A ambos grupos se les midió el nivel de saberes previos antes del experimento; luego, solo al grupo experimental se proporcionó alta mediación pedagógica y el grupo de control actuó como testigo. Los resultados muestran que los estudiantes con bajos saberes previos se perjudican con escasos niveles de mediación; mientras que, en los estudiantes con altos saberes previos, los niveles de mediación no tienen efecto significativo.

show abstract

Section: Discussionunclassified

Saberes previos, mediación pedagógica y aprendizaje en la gestión de la educación universitaria

Dávila¹,

Ledesma-Pérez²

2023

regunt

View full text Add to dashboard Cite

show abstract

“…Given this, student-faculty interaction is related to the highest levels of classroom engagement, which on the other hand makes possible students' cognitive skills development (Kim & Lundberg, 2016). Xhomara (2020) indicated that prior knowledge, problem-based teaching, the comprehensive learning approach and assessment explained 50% of the variance in the levels of course outcomes; meanwhile, according to Cox and Orehovec (2007), out-of-class student-faculty interaction can be of five types which can be included in disengagement, incidental contact, functional interaction, personal interaction, and mentoring. Furthermore, the student-faculty interaction is saliant for building a collaborative and productive climate to improve the learning process and to increase course outcomes (Cole & Griffin, 2013;Kim & Sax, 2009), can play a crucial role in fostering student motivation, and engagement in learning (Muñoz, Baik, & Lodge, 2020), and is a powerful predictor of student learning (Kuh & Hu, 2001;Terenzini, Pascarella, & Blimling, 1996).…”

Section: Student-faculty Interaction and Its Effectsmentioning

confidence: 99%

“…Other studies provided evidence that faculty-student interaction, individual study work and lecturer support have an impact on course outcomes (Delaney, 2008;Xhomara, 2020), academic achievement (Hylton, 2013;Lamport, 1993), and facultystudent relationships can also predict grades (Micari & Pazos, 2012). Likewise, the student-faculty interaction is connected to higher student grade point averages, and higher student satisfaction (Bernstein, 2021).…”

Section: Student-faculty Interaction and Its Effectsmentioning

confidence: 99%

Course Organization, Faculty-Student Interaction, and Student Involvement and Their Influence to Students' Course Outcomes

Xhomara

Papa-Gusho

2023

Research in Education & Learning Innovation Archives

View full text Add to dashboard Cite

The purpose of the study is to investigate the influence of course organization, faculty- student interaction, and student involvement in course outcomes at university level. A correlational research design, a structured questionnaire, and a random cluster sample of the students (N=371) were used in the study. The study showed a significant difference somewhere among the mean scores of the course outcomes for the four groups of course organization. It also found a significant difference somewhere among the mean scores of the course outcomes for the five groups of faculty-student interaction, as well as a significant difference somewhere among the mean scores of the course outcomes for the five groups of student involvement. At the same time, the study showed that 32.6% of the variance in course outcomes is explained by course organization, 16.6% of the variance is explained by faculty-student interaction, and 28.4% of the variance is explained by student involvement. The findings of this study enhanced Astin’ s theory of student development, as course organization, faculty-student interaction, and student involvement are important variables that predict course outcomes.

show abstract

“…Pengetahuan awal siswa yang seringkali familiar dengan istilah prior knowledge sebagai suatu kumpulan pengetahuan serta pengalaman siswa yang didapatkannya selama belajar, lalu pengetahuan tersebut digunakan oleh siswa menuju ke dalam pengalaman belajar yang baru (Ningsih & Retnowati, 2020;Xhomara, 2020). Menurut pernyataan ini, pengetahuan awal ini dapat dijadikan modal awal bagi siswa dalam memahami pengetahuan baru.…”

Section: Pendahuluanunclassified

Analisis Kesalahan Pemecahan Masalah Perbandingan Pada Siswa Berkemampuan Awal Cukup Baik

2022

View full text Add to dashboard Cite

At the beginning of learning, not all students have good initial abilities. Most students need a better initial ability to participate in learning ratio problem-solving. On the other hand, if you have to prepare students to be ready to take part in learning mathematics, the teacher will experience difficulties, moreover, if the teacher has to give unequal treatment to every student before learning. Through a qualitative descriptive approach, this study aims to describe student errors in solving ratio problems in students with fairly good initial abilities. A total of 32 junior high school students in Klaten were research subjects and were given a preliminary ability test. According to the initial ability test that has been provided, it shows that more than 50% of students have a fairly good initial ability. All students with fairly good initial abilities were given a ratio problem-solving test. Based on the results of comparative problem-solving, two students were selected to be interviewed. From this analysis, it was concluded that students' errors in solving comparative problems include: understanding the problem (writing variables or problem information given), planning problem-solving (choosing problem-solving strategies, writing mileage formulas), and solving problems (substituting values into equations/formulas). , illustrating the problem into mathematical symbols), and reviewing problem-solving (writing conclusions, converting time measurement units).

show abstract

How prior knowledge, learning, teaching and assessment affect students’ achievements in Mathematics

Cited by 6 publications

References 67 publications

Saberes previos, mediación pedagógica y aprendizaje en la gestión de la educación universitaria

Saberes previos, mediación pedagógica y aprendizaje en la gestión de la educación universitaria

Course Organization, Faculty-Student Interaction, and Student Involvement and Their Influence to Students' Course Outcomes

Analisis Kesalahan Pemecahan Masalah Perbandingan Pada Siswa Berkemampuan Awal Cukup Baik

Contact Info

Product

Resources

About