Personalised instruction students differed significantly from non-personalised students on every individual attitude subscale, including lower anxiety and higher perceived male domain¶

Claim · All claims
Evidence · 1 study (3 entries) · causal r2 · q2
Currency · newest study 2014 · checked against its sources 2026-11-01 (automated, 3 of 3 entries) · not reviewed by a person

Subclaims¶

q2 i? Univariate ANOVAs on post-treatment scores showed statistically significant differences between the personalised and non-personalised groups on each of the seven attitude subscales. → Awofala 2014 q2 i? Personalised students displayed less anxiety toward mathematics word problems than their non-personalised counterparts. → Awofala 2014 (2) q2 i? Personalised students perceived mathematics word problem as more of a male domain than non-personalised students, consistent with the sex-stereotyping criticism of personalisation. → Awofala 2014 (3)

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 · i? · causal · r2

Univariate ANOVA follow-ups to the MANOVA on post-treatment scores of the quasi-experiment (experimental n=183, control n=167). Table 3 reports F values of 8.21, 8.12, 14.11, 10.78, 7.92, 44.54 and 54.03 for the seven subscales, all significant at p<.05; no standardised effect sizes are printed in the quoted sentence.

"there was a statistically significant mean difference between the groups regarding self -confidence in learning mathematics word problem (p<.05), liking mathematics word problem (p<.05), usefulness of mathematics word problem (p<.05), anxiety towards mathematics word problem ( p<.05), motivation toward the learning of mathematics word problem (p<.05), context of mathematics word problem (p<.05) and mathematics word problem as a male domain (p<.05)."

Awofala 2014 (2)¶

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 · i? · causal · r2

Authors' interpretation of the post-treatment means in the quasi-experiment: the experimental group's anxiety mean (2.64) was lower than the control group's (3.18) in Table 2, and 72.6% of experimental versus 28.7% of control students disagreed with the anxiety item quoted in the results text.

"More so, the personalised students displayed less anxiety towards mathematics word problem in comparison to their non -personalised counterparts."

Awofala 2014 (3)¶

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 · i? · causal · r2

Authors' interpretation linking the higher male-domain post-treatment mean in the personalised group (3.12 vs 2.49) to the previously stated criticism that personalised contexts may be sex-stereotyped; the article cites Akinsola & Awofala (2009) and Wiest (2002) for this concern.

"The high perception of mathematics word problem as a male domain by the personalised group further gave credence to the finding that personalisation enhanced sex -stereotyped contexts that favour males and harm females’ achievement by drawing them into problems in distracting ways (Akinsola & Awofala, 2009 )"

Discussion¶

Learner Variables¶

• Academic Anxiety — outcome: instruction changes it

Related Claims¶

• Achievement in mathematics word problems correlates positively with five attitude dimensions and negatively with anxiety — related
• Self-confidence, liking, usefulness, motivation, context, anxiety, male domain and treatment jointly and significantly predict achievement in mathematics word problems — related
• Personalised print-based instruction produces statistically significant multivariate differences in attitudes toward mathematics word problems compared with non-personalised instruction — a broader claim this one bears on