Abstract
The objective of this study is to understand how story-based situated learning affect low-achieving students’ learning performances and discuss their impact on learning efficiency, math anxiety and differences in attitudes toward mathematics. The subjects of this study were low-achieving 5–6th grade students of an unnamed elementary school in Taichung of Taiwan. Experimental group used story-based situated learning, while the control group used traditional lecture method. The study found the following: (1) Experimental group’s post test scores regarding mathematic achievement exhibited significant difference in comparison with the control group. (2) Experimental group’s math anxiety scale results had significant difference comparing to the control group. Experimental group students were also found to be less anxious than those of the control group. (3) Experimental group’s math attitude scale results exhibited significant difference when compared to the control group. Experimental groups were also found to have better attitude scores than the control group.
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Huang, CW., Chen, HR., Yu, SC., Su, YL., Chen, CC. (2020). Mathematic Learning Efficiency Analysis of Story-Based Situated Learning in Low-Achieving Elementary School Students. In: Huang, TC., Wu, TT., Barroso, J., Sandnes, F.E., Martins, P., Huang, YM. (eds) Innovative Technologies and Learning. ICITL 2020. Lecture Notes in Computer Science(), vol 12555. Springer, Cham. https://doi.org/10.1007/978-3-030-63885-6_4
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