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Abstract ▼ AI-Helper

The purpose of this observational study was two-fold. First, we examined the differences between achievement groups’ cognitive strategies in solving a complex math problem in computer-based assessment (CBA). Then we investigated whether the use of strategies have changed after a constructivist instr...

The purpose of this observational study was two-fold. First, we examined the differences between achievement groups’ cognitive strategies in solving a complex math problem in computer-based assessment (CBA). Then we investigated whether the use of strategies have changed after a constructivist instruction. The tests were administered before and after they had participated for four weeks in a video-based math anchored instruction curriculum. Students’ activity on screen while problem- solving were recorded and analyzed. Four different scaffolding codes for cognitive strategies were used in the analysis. The results show that, low achieving students used more procedural scaffolding than the higher achieving peers. Students used more problem relevant scaffolding post-instruction than pre-instruction. The data indicate that the cognitive strategies used by the low-achievers have become to resemble more like the high-achievers after EAI. Implications for future research and related practices are discussed.

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