Examining Factors That Influence the Effectiveness of Learning Objects in Mathematics Classrooms

Abstract

Learning objects are interactive online tools that support the acquisition of specific concepts. Limited research has been conducted on factors that affect the use of learning objects in K–12 mathematics classrooms. The current study examines the influence of student characteristics (gender, age, computer comfort level, subject comfort level, and mathematics grade), instructional design (structured vs. open ended), and teaching strategy (teacher led vs. student based) on student attitudes toward the use of learning objects and learning performance. Data in the form of surveys and pre- and posttests were collected from 286 middle and secondary school students. Higher computer and subject area comfort ratings were significantly correlated with more positive student attitudes about learning objects. Older students in higher grades learned more than younger students in lower grades after using learning objects. Learning performance was significantly higher for students who used structured (vs. open-ended) learning objects and participated in teacher-led (vs. student-based) lessons. It is speculated that younger students might need more scaffolding when using mathematics-based learning objects.