Students' mathematical prior knowledge strongly influences MLTA: the higher the MPK, the higher the MLTA and its N-gain in both teaching approaches¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? MPK had a significant main effect on MLTA achievement, with MLTA and N-gain increasing across high, medium and low MPK groups in both classes. → Aminah 2018

Evidence¶

Aminah 2018¶

Aminah, M., Kusumah, Y. S., Suryadi, D., & Sumarmo, U. (2018). The Effect of Metacognitive Teaching and Mathematical Prior Knowledge on Mathematical Logical Thinking Ability and Self-Regulated Learning. International Journal of Instruction, 11(3), 45-62. https://doi.org/10.12973/iji.2018.1134a

q3 · i? · causal · r1

Two-way ANOVA (Table 7) shows a significant MPK effect on MLTA post-test (Sig. = 0.000); Table 2 descriptives show e.g. high-MPK MTL post-test 41.13 vs low-MPK 21.36.

"Look out over from level of MPK (high, medium, low), in both classes, the higher the students’ MPK there are found the higher students’ MLTA and their N -gain of as well or students’ MLTA and their N -gain are increased (see Table 2)."

Discussion¶

Related Claims¶

• Mathematical proof was the most difficult MLTA component for students in both teaching approaches — related
• Prior knowledge significantly predicted algebra posttest scores and learning gains, with high-prior-knowledge students scoring higher and low-prior-knowledge students gaining more — a broader claim this one bears on
• There is no interaction between learning approach (SSML vs CL) and mathematical prior knowledge (upper, middle, low) on enhancement of MPSA — related
• There is an interaction between learning approach and MPK on SRL but no interaction on MLTA — related
• Metacognitive teaching-learning produced higher MLTA post-test scores and N-gain than conventional teaching among medium-MPK students, but not among low-MPK students or the total sample — related
• Metacognitive teaching-learning improved students' self-regulated learning more than conventional teaching, overall and at high and medium MPK levels — related
• Overall, there was no significant difference in MLTA post-test achievement between the metacognitive and conventional classes — related
• The SSML advantage in MPSA enhancement is significant for middle-MPK students but not for upper- and low-MPK students — related