Effects of Media Attributes in Anchored Instruction

Abstract

The purposes of this study were to investigate the effects of computer-assisted video-based anchored instruction on promoting students' attitudes toward mathematical instruction and problem-solving skills for Taiwanese elementary students and to examine the effects of different media attributes on students' mathematical achievement and attitudes in a situated learning environment. The independent variables were treatment (situated learning treatment as an experimental group vs. no treatment as a control group) and media attributes (video-based CD-ROM computer-assisted instruction vs. printed storybook). The dependent variables were achievement in solving mathematical problems and attitudes toward mathematics. There was a significant difference among groups in students' achievement, but no significant difference on their attitudes. Furthermore, a post hoc analysis indicated that there was a significant difference between the CD-ROM group and the control group on achievement. However, there was no significant difference found between the Printed Storybook group and the control group nor between the CD-ROM group and the Printed Storybook group. These findings suggest that anchored instruction was more important than media attributes in the teaching of problem solving among Taiwanese elementary students.