Individualised mathematics instruction with rural academic students
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Date
1995
Authors
Morrell, Sidney H.
University of Lethbridge. Faculty of Education
Journal Title
Journal ISSN
Volume Title
Publisher
Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1995
Abstract
The British Columbia Royal Commission on Education (1988)
submitted to the government of the day a number of recommended
changes to the educational system. The Commission considered
these changes necessary for a person to be a contributing member of
society in the next century. Most of the Commissions'
recommendations were accepted and have been the foundation for all
subsequent policy directives. The restructuring of the educational
system as indicated by the policies of the Department of Education
appears to be headed towards a self paced curriculum. At the very
least it will no longer be group paced because students learn at
different rates. One way to achieve this would be through
individualised instruction. This project developed modules for the
delivery of the grade ten trigonometry unit based upon this mode of
instruction. The modules incorporated guided instruction in the
form of guided examples as a means of ensuring student
understanding. Six students, four females and two males, were
interviewed about their experiences with the modules. Student
initial attitudes to the modules were somewhat negative due to
previous student experiences with early versions of the modules.
Student attitudes rapidly changed to a positive reaction as they
worked their way through the revised and final version of the
modules. Further analysis of the interviews indicates that the mode of instruction had positive affects on self esteem. It also suggests
that the mode of instruction tends to lead students into choosing
their learning environment and peer tutoring. Though all the
students indicate that the guided instruction modules prepared them
for the exercises the students did not perform well on summative
evaluations. The project does suggest that the failure of this mode
of instruction to successfully convey the necessary concepts, as
measured by designed evaluations, may stem from the students
lacking the skills necessary for this mode of instruction; skills such
as questioning oneself, looking for connections between concepts
and self-motivation among others.
Description
viii, 101 leaves : ill. ; 29 cm.
Keywords
Individualized instruction -- Case studies , Mathematics -- Study and teaching (Secondary) -- Case studies