How the use of answer keys affects the learning of math for academically weak students
Date
1999
Authors
Fairbairn, Stephen
University of Lethbridge. Faculty of Education
Journal Title
Journal ISSN
Volume Title
Publisher
Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1999
Abstract
The purpose of this study is to investigate the effect of two types of answer keys on
the learning of grade 8 math students. This was a year long research project involving a
group of 5 grade 8 math students each of which had a previous history of being
academically weak in the area of mathematics, as defined by one or more final marks in
mathematics of less than 60% (at the elementary school level). These students completed
the regular grade 8 math course, using the B.C. curriculum, and their homework was
delivered in three different styles; without an answer key, with an answer key consisting
of only the correct answers, and an answer key consisting of all of the steps (work)
written out for each question. The students were interviewed three times during the
school year, and their attitude toward the three types of answer keys was explored.
The results of this study strongly suggest that an answer key consisting of all of the
steps for each question together with the answer made a positive impact on the selfconfidence
and achievement of the students involved in the study.
Description
vi, 95 leaves ; 28 cm. --
Keywords
Mathematics -- Study and teaching (Secondary)