The Effects of a Web-Based Tool with Reading and Cognitive Procedural Scaffolds on Algebra Learning Among Low-And-High-Achieving Readers and its Evaluation from Teachers’ Perspectives

Abstract

The purpose of this study was to, (a) analyze the differences in the effectiveness of different computer-based scaffolds on students’ math learning, (b) examine how their effectiveness on mathematics achievements can differ based on students’ different reading abilities, and (c) evaluate the usefulness of the computer-based reading scaffolds from teachers’ perspectives. We created three conditions: control condition, reading scaffolded condition (RS), and cognitive-tutor scaffolded (CS) condition with scaffolds for step-by-step problem solving. One hundred and two eighth- and ninth-grade students participated and were randomly assigned into the three conditions. Pre and post-tests and tool evaluation surveys were administered to all students. Statistical analyses used to identify causal effects included two-way ANOVA and ANCOVA. We found that students in the RS and CS conditions had significantly improved knowledge gains compared to those in the control condition. Specifically, students in the RS condition had significantly better conceptual knowledge gains than those in the other two conditions. On the other hand, students in the CS condition had significantly better procedural knowledge gain than those in the control condition. Investigating the interaction effects of conditions and students’ reading skills, students with high reading skills in the control and CS condition showed more procedural knowledge gain than those with low reading skills. However, in the RS condition, low-achieving readers had more conceptual and procedural knowledge gain than high-achieving readers. In tool evaluation, one hundred and forty-eight secondary math teachers evaluated the web-based tool with computer-based reading scaffolds in terms of its ease of use and usefulness in teachers’ instruction and students’ learning. Teachers were also asked to share their idea on how computer-based reading scaffolds for math can be further improved. Most teachers who participated in tool evaluation responded that using the computer-based reading scaffolds in math can simultaneously increase their teaching efficiency and improve students’ mathematical knowledge. Teachers also perceived that the computer-based reading scaffolds promote the math knowledge of low-achieving and self-motivated students.