This study investigated the effect of personalized print-based instruction on the achievement and self-efficacy regarding mathematics word problems of 320 senior secondary students in Nigeria. The moderator effect of gender was also examined on independent variable (personalization) and dependent variables (mathematics word problem achievement and self-efficacy). The t-test statistic was used to analyse the data collected for the study. The results showed that significant differences existed in the mathematics word problem achievement and self-efficacy beliefs of personalized and non-personalized groups, male and female personalized groups and male and female non-personalized groups.
- RT @shankerinst: We are devastated to report the death of David K. Cohen, a founding member of the Albert Shanker Institute’s board of dire… 3 months ago
- Check this out! twitter.com/SLSingh/status… 4 months ago
- I really appreciated the keynote by @deborah_ball #TWSummerInstitute To quote some of her closing words: "It's coll… twitter.com/i/web/status/1… 6 months ago
- RT @TeachingWorks: Today is the day! If you signed up to join us, the link to view our #TWSummerInstitute keynote address today is waiting… 6 months ago
- Looking forward to the lecture by @deborah_ball at #TWSummerInstitute 6 months ago