THE IMPACT OF ADAPTIVE LEARNING ONLINE TEACHING AND TRADITIONAL DEMONSTRATION TEACHING ON THE LEARNING ATTITUDE, CREATIVITY, METACOGNITION AND LEARNING ACHIEVEMENT ON MATHEMATICS

Back to Page Authors: Hsiao Ching Chen, Shang-Yu Yang

Keywords: adaptive learning online teaching, primary school students, mathematics education, learning attitude, learning achievement, creativity, metacognition

Abstract: The purpose of this study is to explore the impact of Adaptive Learning online teaching and the traditional demonstration teaching on the mathematics learning attitude, creativity, metacognition, and mathematics learning achievement of the sixth-grade students in elementary school. The study objects were taken from two classes of sixth-grade ordinary students in a primary school in Taiwan, with a total of 48 students in each class of 24. Based on the quasi-experimental research method, one class was selected as the experimental class for Adaptive Learning online teaching, and the other was the control class for the traditional demonstration teaching. Teaching, and then compare the learning effects of the two teaching methods. The research tools are "Primary School Learning Attitude Questionnaire", "Elementary School Students' Creative Power Scale", "Meta-cognitive Scale" and "Mathematics Learning Achievement Evaluation". The obtained data should be analyzed by statistical methods such as t-test, single factor covariate analysis, homogeneity test of regression coefficients within the group, and post-test of LSD about the differences in the four aspects, such as learning achievements, creativity, metacognition and learning achievement between the experimental class and the control class. This study’s purpose wants to explore the impact of Adaptive Learning online teaching on all primary school students and put forward specific research recommendations for reference in education and psychological counseling and future related research.