Wenhe Lin|Ying Liu
Effects of Matching Multiple Memory Strategies with Computer-Assisted Instruction on Students’ Statistics Learning Achievement
Fujian Agriculture and Forestry University|College of Tourism|Jiangxi University of Finance and Economics
backgroundthe cultivation fundamental statistical literacy key learning area mathematics stage compulsory education emphasis expression communication charts understanding preliminary concepts sampling probability accurate application statistical data real life blueprint thematic instruction effectively achieve research objectives test research hypotheses nonequivalent pretest posttest control group design model utilized experimental researchmaterial methodstotal 208 students fuzhou university sampled 15week experimental instruction 3hr per week total 45 hoursresultsthe research results summarized 1 multiple memory strategies reveal significant effects learning outcomes 2 multiple memory strategies appear remarkable effects learning gains 3 computerassisted instruction presents notable effects learning outcomes 4 computerassisted instruction shows significant effects learning gains 5 matching multiple memory strategies computerassisted instruction could remarkably promote learning outcomes 6 matching multiple memory strategies computerassisted instruction could notably enhance learning gainsconclusionssuggestions proposed help statistics instruction mathematics promote students statistics learning achievement