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Download full textWu, Yann-Shya – 2000
The purpose of this paper is to investigate how collaborative problem solving affects individual mathematical problem-solving ability. Quantitative and qualitative evaluations were conducted, focusing on four students in the same fourth grade mathematics class in Taipei, Taiwan, as they participated in two steps of individual problem-solving…
Descriptors: Academic Achievement, Cooperative Learning, Foreign Countries, Grade 4
Peer reviewedKu, Heng-Yu; Sullivan, Howard J. – Educational Technology Research and Development, 2000
Investigates the effects of group personalization of instruction on the mathematics achievement and attitudes of 72 fifth-grade Taiwanese students. Personalization was accomplished by incorporating personal information and preferences provided by students into their mathematics word problems. Students were blocked by ability level, then randomly…
Descriptors: Academic Achievement, Foreign Countries, Grade 5, Individual Characteristics
Ku, Heng-Yu; Sullivan, Howard J. – 2001
This study investigated the effects of personalized instruction on the achievement and attitudes of Taiwanese students on two-step mathematics word problems. A total of 136 fourth graders in a Taiwanese public school participated in the study. Subjects initially completed a Student Survey on which they chose their favorite foods, sports, stores,…
Descriptors: Academic Achievement, Foreign Countries, Grade 4, Individualized Instruction
Peer reviewedYu, Fu-Yun – Journal of Computers in Mathematics and Science Teaching, 1998
Explores the relative effects of cooperation with and without inter-group competition on Taiwanese students' academic achievement in science and their attitudes toward science in a computer-assisted instruction environment. Contains 23 references. (Author/ASK)
Descriptors: Academic Achievement, Competition, Computer Assisted Instruction, Computer Uses in Education
Peer reviewedClifford, Margaret M.; And Others – Journal of Experimental Education, 1990
Academic risk taking--the selection of schoollike tasks ranging in difficulty and probability of success--was examined for 602 students in grades 4, 6, and 8 in Taiwan. Results of a self-report measure of tolerance for failure and a risk-taking task are discussed concerning self-enhancement versus self-assessment goals, metacognitive skills, and…
Descriptors: Academic Achievement, Age Differences, Child Development, Cognitive Processes
