The Impacts of Virtual Manipulatives and Prior Knowledge on Geometry Learning Performance in Junior High School
Abstract
Previous studies on the effects of virtual and physical manipulatives have failed to consider the impact of prior knowledge on the efficacy of manipulatives. This study focuses on the learning of plane geometry in junior high schools, including the sum of interior angles in polygons, the sum of exterior angles in polygons, and the properties of parallel lines. This study adopted a quasi-experimental design of pre-test and post-tests with nonequivalent groups. The participants comprised four classes in the 8th grade. Students were randomly divided into two groups: the virtual manipulatives group and the physical manipulatives group. Two-way factorial analysis of covariance was adopted to compare the impact of manipulatives (virtual vs. physical) and prior knowledge (high vs. low) on learning outcomes and attitudes toward mathematics. Our results demonstrated that students with high prior knowledge using virtual manipulatives had better posttest performance than did the physical manipulatives group, and reported taking greater enjoyment in mathematics. These students also perceived the importance of mathematics more strongly than those with low prior knowledge. Students with high prior knowledge also presented stronger motivation to study mathematics and freedom from fear of the subject than those with low prior knowledge.
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Lee and Chen (2014) found that regardless of the virtual or physical manipulatives used, the students with a strong basic knowledge base outperformed those with weaker prior knowledge on all measures.
“Regardless of the virtual or physical manipulatives used, the students with a strong basic knowledge base outperformed those with weaker prior knowledge on all of Lee and Chen's (2014) measures.”
From Differences of Mean Scores on the Preliminary Scholastic Aptitude Test (PSAT) for Classical Christian Schools Compared to Non-Classical Christian Schools (2019) · cites this paper as Lee and Chen, 2014
Lee and Chen (2014) noted that among students with low prior knowledge, no significant difference was observed in perceiving the importance of studying mathematics.
“Lee and Chen (2014) also noted that “among students with low prior knowledge, no significant difference was observed” in perceiving the importance of studying mathematics (p. 198).”
From Differences of Mean Scores on the Preliminary Scholastic Aptitude Test (PSAT) for Classical Christian Schools Compared to Non-Classical Christian Schools (2019) · cites this paper as Lee and Chen, 2014
Lee and Chen (2014) stated that prior knowledge has been identified as a key component to consider when evaluating the effects of learning.
“Lee and Chen (2014) stated, “Prior knowledge has been identified as a key component to consider when evaluating the effects of learning” (p.181).”
From Differences of Mean Scores on the Preliminary Scholastic Aptitude Test (PSAT) for Classical Christian Schools Compared to Non-Classical Christian Schools (2019) · cites this paper as Lee and Chen, 2014
Lee and Chen (2014) found in a Taiwanese study that prior knowledge improved eighth grade students' performance overall in geometry, even though the experiment was designed to test virtual manipulatives with prior knowledge as a secondary variable.
“Lee and Chen (2014) found in a Taiwanese study that prior knowledge improved eighth grade students' performance overall in geometry, even though the experiment was designed to test virtual manipulatives with prior knowledge as a secondary variable.”
From Differences of Mean Scores on the Preliminary Scholastic Aptitude Test (PSAT) for Classical Christian Schools Compared to Non-Classical Christian Schools (2019) · cites this paper as Lee and Chen, 2014
According to Lee and Chen (2014), many junior high school students have not yet reached Piaget's formal operations stage, where symbols are used for reasoning and justification.
“According to Lee and Chen (2014), many junior high school students have not yet reached Piaget's formal operations stage, where symbols are used for reasoning and justification.”
From Differences of Mean Scores on the Preliminary Scholastic Aptitude Test (PSAT) for Classical Christian Schools Compared to Non-Classical Christian Schools (2019) · cites this paper as Lee and Chen, 2014
Cites
Expertise Reversal Effect and Its Implications for Learner-Tailored Instruction
Kalyuga, S. (2007) · Educational Psychology Review · doi:10.1007/s10648-007-9054-3 · Cited by 1,056 · cited 1× · see citing works
“The level of prior knowledge has also been shown to interact with representation format of the instructional materials, amount and type of direct instruction, and type of practice (Kalyuga, 2007; Rittle-Johnson & Kmicikewycz, 2008).”
BackgroundRenkl, A., & Atkinson, R. K. (2003) · Educational Psychologist · doi:10.1207/s15326985ep3801_3 · Cited by 540 · see citing works
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Ran, H., Kim, N. J., & Secada, W. G. (2022) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12611 · Cited by 69 · see citing works
Vaughan, C. A. (2019) · Journal of Research on Christian Education · doi:10.1080/10656219.2019.1704326 · Cited by 1 · see citing works
- Authors
- Lee, C.-Y., & Chen, M.-J.
- Affiliations
- National Taipei University (TW)
- National Yang Ming Chiao Tung University (TW)
- Corresponding author
- Lee, Chun-Yi
- ORCID
- Lee, Chun-Yi
- Venue
- Journal of Educational Computing Research
- Publisher
- SAGE Publications
- Published
- 2014-03
- Volume
- 50
- Issue
- 2
- Pages
- 179-201
- ISSN
- 0735-6331 (ISSN-L)
- 1541-4140
- OpenAlex
- W2005087022
- Cited by
- 10
- References
- 2
- Citations by year
- 2024: 1 · 2023: 2 · 2021: 1 · 2020: 2 · 2019: 2 · 2016: 2
- FWCI
- 3.43
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Educational Computing Research (publishedVersion)
- Topics
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Physical Sciences › Mathematics › Applied Mathematics › Mathematics Education and Pedagogy
- Social Sciences › Education › Education and Technology Integration
- Keywords
- virtual manipulatives, manipulative materials, prior knowledge, plane geometry, junior high school mathematics, parallel lines, attitudes toward mathematics, mathematics learning motivation, enjoyment of mathematics
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