{"title":"Learning Aids’ Effect on Mathematics Performance of Grade 8 Students in Vocational Education in Flanders (Belgium)","authors":"","doi":"10.1007/s10763-024-10450-w","DOIUrl":null,"url":null,"abstract":"<h3>Abstract</h3> <p>Based on the sociocultural theory of learning and distributed cognition, using learning aids should benefit students’ performance, as learning aids can compensate for a lack of knowledge or skills and reduce strain on short-term memory. The present study investigated the use of a diverse set of learning aids in Grade 8 of vocational education in Flanders (the northern part of Belgium) and whether access to learning aids affects students’ mathematics performance. Data from the 2019 national assessment on mathematics were used. The teacher questionnaire showed that learning aids were available in most classes for all students. Overall, the calculator is the most frequently used learning aid, together with the multiplication table and conversion table. A field experiment was conducted, with a condition where students were allowed to use learning aids and a condition where students were not allowed to use learning aids. A multilevel model was used to test for differences. The results revealed that access to learning aids does not significantly increase students’ performance, and, thus, access to learning aids does not generate an unfair advantage.</p>","PeriodicalId":14267,"journal":{"name":"International Journal of Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":1.9000,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Science and Mathematics Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10763-024-10450-w","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Based on the sociocultural theory of learning and distributed cognition, using learning aids should benefit students’ performance, as learning aids can compensate for a lack of knowledge or skills and reduce strain on short-term memory. The present study investigated the use of a diverse set of learning aids in Grade 8 of vocational education in Flanders (the northern part of Belgium) and whether access to learning aids affects students’ mathematics performance. Data from the 2019 national assessment on mathematics were used. The teacher questionnaire showed that learning aids were available in most classes for all students. Overall, the calculator is the most frequently used learning aid, together with the multiplication table and conversion table. A field experiment was conducted, with a condition where students were allowed to use learning aids and a condition where students were not allowed to use learning aids. A multilevel model was used to test for differences. The results revealed that access to learning aids does not significantly increase students’ performance, and, thus, access to learning aids does not generate an unfair advantage.
期刊介绍：
The objective of this journal is to publish original, fully peer-reviewed articles on a variety of topics and research methods in both science and mathematics education. The journal welcomes articles that address common issues in mathematics and science education and cross-curricular dimensions more widely. Specific attention will be paid to manuscripts written by authors whose native language is not English and the editors have made arrangements for support in re-writing where appropriate. Contemporary educators highlight the importance of viewing knowledge as context-oriented and not limited to one domain. This concurs with current curriculum reforms worldwide for interdisciplinary and integrated curricula. Modern educational practice also focuses on the use of new technology in assisting instruction which may be easily implemented into such an integrated curriculum. The journal welcomes studies that explore science and mathematics education from different cultural perspectives.
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