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Abstract

High school students enrolled in precalculus/trigonometry classes were randomly assigned to receive instruction either by a master teacher in a regular classroom or via interactive videodisc instructional modules. The interactive modules were designed to help students understand mathematical concepts by means of real-world video exemplars of the concepts, and by modeling problem-solving strategies and metacognitive processes. Evaluation results showed that students who learned solely by means of the interactive videodisc materials achieved as well or better than students who received traditional instruction organized around the same objectives. The relation of student goal orientations and self-perceptions to learning outcomes was also investigated. The results of multiple regression analyses for each of eight instructional topics revealed a pattern supportive of Dweck's theory regarding the role of goal orientations in academic motivation.

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The Interactive Videodisc System in the Zone of Proximal Development: Academic Motivation and Learning Outcomes in Precalculus

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References