Learning strategy and self-efficacy interact in their effect on mathematical representation ability¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person
Design limits · Supandi 2018: groups were assigned but students were analysed as independent (read from the study by two models, 2026-11-01)

Subclaims¶

q3 i? There is a statistically significant interaction between learning strategy (expository vs think-talk-write) and self-efficacy level on mathematical representation ability (Fcount 3.86 vs Ftable 3.16). → Supandi 2018

Evidence¶

Supandi 2018¶

Supandi, S., Waluya, B., Rochmad, R., Suyitno, H., & Dewi, K. (2018). Think-Talk-Write Model for Improving Students' Abilities in Mathematical Representation. International Journal of Instruction, 11(3), 77-90. https://doi.org/10.12973/iji.2018.1136a

q3 · i? · causal · r1

Omnibus two-way ANOVA in the 2x3 factorial quasi-experiment (64 eighth-grade students); the interaction term reached significance at α = 0.05 with Fcount 3.86 against Ftable 3.16. No effect size is printed.

"Another calculation confirmed that H0AB is rejected, showing that there is an interaction effect between the learning strategies (A) and self-efficacy (B)."

Discussion¶

Learner Variables¶

• Self-Efficacy — moderator: an instructional effect differs with it

Related Claims¶

• Eighth-grade geometry students taught with the think-talk-write strategy show higher mathematical representation ability than students taught with the expository strategy — related
• Students' mathematical representation ability differs by self-efficacy level, with high self-efficacy students scoring highest — related
• The think-talk-write advantage over expository teaching holds at every self-efficacy level and is largest among low self-efficacy students — a narrower finding that bears on this claim
• Higher proportions of think-talk-write students correctly answered the representation problem on all three indicators: visual, mathematical expressions and written texts — related
• Learning model and students' early mathematical ability (KAM) interact in increasing self-confidence — related
• Learning model and students' early mathematical ability (KAM) interact in increasing mathematical problem-solving ability — related
• During classroom observation, think-talk-write students appeared more enthusiastic and confident in mathematics than expository-taught students — related
• Teaching technique and personal traits interacted significantly in their effect on descriptive-writing achievement — related