Does the Use of APOS Theory Promote Students' Achievement in Elementary Linear Algebra?

Autor/inn/en	Arnawa, I. Made; Yanita; Yerizon; Ginting, Bukti; Nita, Sri
Titel	Does the Use of APOS Theory Promote Students' Achievement in Elementary Linear Algebra?
Quelle	In: International Journal of Instruction, 14 (2021) 3, S.175-186 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Constructivism (Learning); Educational Theories; Mathematics Achievement; Algebra; Prior Learning; Knowledge Level; College Students; Teaching Methods; Conventional Instruction; Foreign Countries; College Mathematics; Mathematics Instruction; Indonesia + Suchen Sie Ihr Suchwort? Educational theory; Theory of education; Bildungstheorie; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Vorkenntnisse; Wissensbasis; Collegestudent; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Mathematics lessons; Mathematikunterricht; Indonesien
Abstract	The study examines the impact of APOS theory on students' achievement in Elementary Linear Algebra (ELA) in accordance with their adequate prior knowledge (APK) and inadequate prior knowledge (IAPK). The mixed methods were used to determine the problem-solving test in ELA. Data were obtained from 65 industrial engineering students at Andalas University that enrolled in the 2019 Matrix and Vector Space course. A total of 35 students were in the experimental class and 30 in the control class. In the experimental class, students learning ELA was based on the APOS theory, and in the control class, it was based on the traditional approach. The result showed that: (1) students learning with ELA based on APOS theory is not yet satisfactory; (2) learning ELA based on APOS theory differs significantly compared to the traditional approach; (3) with APK in learning ELA based on APOS theory differs significantly compared to the traditional approach; (4) with IAPK in learning ELA based on APOS theory differs significantly compared to the traditional approach; (5) the APOS theory approach is suitable for both IAPK and APK in increasing students' achievement in ELA; (6) Students' levels of understanding in learning ELA based on APOS theory was better than the traditional approach. (As Provided).
Anmerkungen	Gate Association for Teaching and Education. e-mail: iji@ogu.edu.tr; Web site: http://e-iji.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01