INTERNATIONAL JOURNAL 03/11/2023

Enhancing topic-specific
prior knowledge of students
impacts their outcomes in
mathematics

Writer Journal : Nawaf Awadh Khallaf Alreshidi

A1I121053 FARHAH NAZAR

 List Of Contents

1 Instruction 4 Discussion

2 Method 5 Conclusion

3 Results 6 Reference
 Instruction
1. Problem?
How to increase students mathematical knowledge
about certain topics before introducing new topics that impact
mathematics achievement results.
2. Why is it important?
Because it can provide insight for teachers/learning
designers to use prior knowledge to improve student learning in
mathematics as an interconnected discipline, thereby paving the
way for further studies on manipulating prior knowledge for
learning effectiveness.
 Introduction
3. The cause?
Students sometimes do not learn/repeat the necessary
initial knowledge and teachers sometimes consider it unimportant in
supporting further learning.
4. How to solve the problem?
By increasing students' conceptual knowledge and
students' procedural knowledge.
5. Is this method used?
To increase specific initial knowledge with the required
topics, including three components, namely; To overcome
insufficient prior knowledge, overcome inaccurate prior knowledge,
and activate inaccurate prior knowledge
 Instruction
6. Meaning of variables/titles:
• Increasing student knowledge is the independent variable.
• Mathematics learning outcomes are the dependent variable.
 Method
a Type of Research : Experimental research

Research Design : Using quasi-experimental.

b

Place and time of research : in an urban district

c
in Ha'il, Saudi Arabia.

Population : 73 Grade 3 students at a Saudi

d Arabian elementary school
 Method
Types of Research Instruments/Data
Sampling : Random sampling by
Collection Techniques : Test
e dividing control and experimental f instruments (pre-test and post-test)
groups

Data Analysis Techniques : Analysis

g of Variance (Anova) and one-way t
test
 Results
Testing Assumptions, as follows!
Results
Results
 Results

The results showed that there was no significant difference between students' mean scores
in 'conceptual knowledge' on the immediate post-test for the groups. However, the difference was
significant in the delayed post-test in favor of the experimental group. The results also show that
there is a significant difference between the students' average scores in 'procedural knowledge' both
in the immediate post-test and the delayed post-test in favor of the experimental group. The results
are presented in the form of answers, as follows!
1. There is an increasing direct effect and a net effect of increasing the topic-specific
mathematical knowledge required before introducing a new topic on students' mathematical
knowledge.
2. There is an increasing direct effect and a net effect of increasing the topic-specific
mathematical knowledge required before introducing a new topic on students' mathematical
conceptual knowledge.
3. That there is an immediate increasing effect and a slow effect of prior knowledge from
Slide Selanjutnya
increasing the topic-specific mathematical knowledge required before introducing a new topic
on students mathematical procedural knowledge.
Discussion
 Discussion
1. Post-test results showed similar increases in conceptual knowledge in both groups.
this type of knowledge can be acquired through lower-level thinking, such as
memorizing facts.
2. The experimental group students' procedural knowledge improved significantly in
the immediate and delayed post-tests compared with the control group. Prior
procedural knowledge contributes to student achievement more than prior conceptual
knowledge.
3. Research shows that a lack of conceptual understanding of mathematics greatly
hinders students' ability to transfer and generalize mathematics. Students in the
experimental group studied conceptual knowledge more deeply than others, which
likely supported students' abilities in procedural knowledge.
Conclusion

Shows the importance of learning

strategies in improving student learning
outcomes. By involving initial knowledge,
namely conceptual and procedural knowledge
in mathematics in order to improve student
learning outcomes optimally and in
accordance with the facts.
 Reference

Can be seen in the

journal
Thank You!
Any Question?