Personalised print-based instruction produces statistically significant multivariate differences in attitudes toward mathematics word problems compared with non-personalised instruction¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i3 large
Currency · newest study 2014 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i3 Post-treatment MANOVA showed a statistically significant difference between personalised and non-personalised groups on the aggregate of seven attitude dimensions, with treatment accounting for 20% of multivariate variance. → Awofala 2014

Evidence¶

Awofala 2014¶

Awofala, A. O. A. (2014). Examining Personalisation of Instruction, Attitudes toward and Achievement in Mathematics Word Problems among Nigerian Senior Secondary School Students. International Journal of Education in Mathematics, Science and Technology, 2(4), 273-288. https://eric.ed.gov/?id=EJ1059026

q2 · i3 · causal · r2

Quasi-experimental pre-post non-equivalent control group study of 350 senior secondary year one students (experimental n=183, control n=167) in intact classes. The MANOVA on post-treatment ATMWPI subscale scores was significant, F(7, 342) = 12.46, p = .000, with "η 2 p=.20"; the author notes this multivariate partial eta squared of 0.20 was described as small in magnitude, with 80% of variance unexplained.

"The F ratio for MANOVA showed that the post -treatment mean scores were statistically significant at the 0.05 level, F(7, 342) = 12.46, p = .000, η 2 p=.20."

Discussion¶

Related Claims¶

• Personalised instruction students differed significantly from non-personalised students on every individual attitude subscale, including lower anxiety and higher perceived male domain — a narrower finding that bears on this claim
• Multivariate analysis confirmed a significant overall group effect, and all outcome variables correlated positively in both groups — possibly the same claim (merge candidate)
• Self-confidence, liking, usefulness, motivation, context, anxiety, male domain and treatment jointly and significantly predict achievement in mathematics word problems — related
• Motivation is the most potent stepwise predictor of achievement in mathematics word problems, while anxiety and male domain make no relative contribution — related