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Effects of mediated learning experience on cognitive functioning in primary five pupils' mathematical problem solving
Author
Lee, Hwee Kheng
Supervisor
Seng, Alice Seok-Hoon
Tan, Oon Seng
Abstract
The purpose of this study was to investigate the effects of mediated learning experience on knowledge construction functions in mathematical problem solving of primary five pupils in a neighbourhood school. An intervention programme built on the work of Feuerstein (1980) and Jensen (2003) was carried out for 36 weeks. Pre- and post-test using CogAT and a self-designed mathematical problem solving test were given to the experimental and control group. The interactive effects of MLE on the high-and low-ability of the 67 pupils from both groups were also investigated.
Findings from the study showed that MLE on knowledge construction functions has no statistical significance on the overall cognitive ability of the pupils. However, the intervention programme has significantly impacted the high ability pupils. In the area of mathematical problem solving ability, there were non-significant positive gains on the experimental group.
Within an experimental design, qualitative technique, specifically video-text analysis, was adopted to provide possible explanations to the outcomes of the experiment. Findings revealed eleven factors that might be related to the engagement of the pupils in the mediated learning experiment group. They were pupils' ability, self-confidence, self-esteem, tactile engagement, meaningful relationship, proximity, accountability, teacher's encouragement, pupil's personality, novelty and culture of mathematics learning.
Educational implications from the intervention suggest that attention be given to pupils' language competency, and the quality and quantity of interaction between the mediator-mediatee and mediatee-mediatee.
Findings from the study showed that MLE on knowledge construction functions has no statistical significance on the overall cognitive ability of the pupils. However, the intervention programme has significantly impacted the high ability pupils. In the area of mathematical problem solving ability, there were non-significant positive gains on the experimental group.
Within an experimental design, qualitative technique, specifically video-text analysis, was adopted to provide possible explanations to the outcomes of the experiment. Findings revealed eleven factors that might be related to the engagement of the pupils in the mediated learning experiment group. They were pupils' ability, self-confidence, self-esteem, tactile engagement, meaningful relationship, proximity, accountability, teacher's encouragement, pupil's personality, novelty and culture of mathematics learning.
Educational implications from the intervention suggest that attention be given to pupils' language competency, and the quality and quantity of interaction between the mediator-mediatee and mediatee-mediatee.
Date Issued
2008
Call Number
QA63 Lee
Date Submitted
2008