Team-Assisted Individualization Type of the Cooperative Learning Model for Improving Mathematical Problem Solving, Communication, and Self-Proficiency: Evidence from Operations Research Teaching

5Citations
Citations of this article
72Readers
Mendeley users who have this article in their library.

Abstract

The purpose of this study is to analyze the increase in the mathematical problem-solving (MPS), mathematical communication (MC), and self-proficiency (SPr) abilities of students by applying the team-assisted individualization type (TAI) of the cooperative and conventional learning models for the experimental and control classes. This is a quasi-experimental study comprising a sample of 50 and 42 students studying for an undergraduate degree in statistics for the experimental and control classes, respectively. Students’ mathematical prior knowledge (MPK) is grouped into three levels, namely high, medium, and low. The instruments used are the MPS test, the MC test, the self-proficiency scale, and observation sheets. Statistical analysis instruments used are parametric and non-parametric statistics, such as prerequisite tests for normality and homogeneity of variance, mean difference tests in two or more groups, the post hoc test, and description and interaction tests. The results showed an increase in MPS, MC, and SPr in the experimental class, which is higher than in the control class. Furthermore, there is no interaction between the experimental and control classes despite a significant correlation between MPS, MC, and MPS. These findings are relevant to mathematics and statistics teaching because it has been proven to improve students’ MPS, MC, and SPr; hence, learning outputs can be achieved objectively, specifically for operations research teaching.

References Powered by Scopus

Self-Regulated Learning and Academic Achievement: An Overview

2040Citations
N/AReaders
Get full text

Assessing student written problem solutions: A problem-solving rubric with application to introductory physics

100Citations
N/AReaders
Get full text

The impact of text coherence on learning by self-explanation

93Citations
N/AReaders
Get full text

Cited by Powered by Scopus

Impact of logical thinking skills and digital literacy on Thailand's generation Z accounting students’ internship effectiveness: Role of self-learning capability

10Citations
N/AReaders
Get full text

Impact of the team-assisted individualization learning model on mathematical problem-solving, communication, and self-regulated learning

2Citations
N/AReaders
Get full text

Exploring the team-assisted individualization cooperative learning to enhance mathematical problem solving, communication and self-proficiency in teaching non-parametric statistics

1Citations
N/AReaders
Get full text

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Cite

CITATION STYLE

APA

Tinungki, G. M., Nurwahyu, B., Hartono, A. B., & Hartono, P. G. (2022). Team-Assisted Individualization Type of the Cooperative Learning Model for Improving Mathematical Problem Solving, Communication, and Self-Proficiency: Evidence from Operations Research Teaching. Education Sciences, 12(11). https://doi.org/10.3390/educsci12110825

Readers' Seniority

Tooltip

PhD / Post grad / Masters / Doc 4

44%

Lecturer / Post doc 3

33%

Professor / Associate Prof. 1

11%

Researcher 1

11%

Readers' Discipline

Tooltip

Mathematics 5

38%

Social Sciences 3

23%

Agricultural and Biological Sciences 3

23%

Computer Science 2

15%

Article Metrics

Tooltip
Mentions
News Mentions: 1
Social Media
Shares, Likes & Comments: 5

Save time finding and organizing research with Mendeley

Sign up for free