Student performance and attitudes using personalized mathematics instruction

By Heng-Yu Ku, H. Sullivan. 2002

75 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/b667a986f0954092c3a7d8d7833923319784660b

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Gwo-Jen Hwang
2. Stephen J. H. Yang
3. Chin-Chung Tsai
4. Jyh‐Chong Liang
5. Guo-Li Chiou
6. S. Irez
7. Jaclyn Broadbent
8. R. Cheung

In Experimental and Cognitive Psychology

1. Gwo-Jen Hwang
2. Chin-Chung Tsai

In Statistics and Probability

1. Gwo-Jen Hwang
2. Chin-Chung Tsai

Citations in the corpus

• Impact of Personalization of Mathematical Word Problems on Student Performance (2015, unknown): “For their study, Ku and Sullivan (2002) personalized problems using the most popular items—as determined by a completed interest survey—for students as a whole.”
• Criteria, Strategies and Research Issues of Context-Aware Ubiquitous Learning (2008, background): “Researchers have examined the effects of these non-instructional elements such as navigation type (Su & Klein, 2006), personalization ( Ku & Sullivan, 2002 ), animated agents (Atkinson, Mayer & Merrill, 2005) in student achievement and attitudes.”