InnovativeScience and Mathematics Positively Impacts Students’ Attitude onEducation
Thearticle “Effects of innovative science and mathematics teaching onstudent attitudes and achievement” by Savelsbergh et al. (2016)reveals how innovative teaching approaches impact the attitudes andaccomplishments of students. The authors base their views on 56publications that reported 65 independent experiments (Savelsberghet al., 2016).The experiments examined the impacts of teaching approaches on theattitudes that students developed in mathematics or science subjects.Five teaching methods were studied in detail: computer-based,context-based, collaborative learning strategies, inquiry-based, andextra-curricular activities (Savelsberghet al., 2016).Savelsbergh et al.`s results revealed that the outcomes of thedifferent educational approaches did not have a profound effect onthe students` achievements or attitudes. However, after using all themethods together, significant effects on both the attitudes andperformance of the students were realized. I believe that innovativeteaching approaches can impact students` attitudes and approachespositively in mathematics and science however, the manner in whichthese strategies are implemented determines the extent to whichstudents’ achievements and attitudes are impacted.
Ibelieve that innovative approaches can positively influence students’overall attitude in the science and mathematics disciplines. Thisassertion is accurate because the researchers (Savelsbergh et al.)use the findings of numerous studies and experiments to back theirallegations. The authors utilized the results of 65 experiments tounearth the impact of innovative interventions on the overallattitudes of learners (Savelsberghet al., 2016).Out of the 65 trials, 39 reported a specific result for "overallattitude.” The other 26 experiments revealed different results forparticular subscales. The removal of these studies led to thedevelopment of a stable pattern. Thus, after reviewing the statisticsthat have been presented in these arguments, I am confident thatinnovative interventions have a positive impact on the overallattitudes that students develop in the mathematics and sciencesubjects. Additionally, Savelsbergh et al. (2016) contend thatinterventions also affect student achievement profoundly. The authorsassert that 42 out of the 65 experiments that were used in theirstudy revealed that the innovative teaching approaches boostedachievement in the mathematics and science subjects, in addition tothe overall attitude of learners (Savelsberghet al., 2016).The 42 experiments showed a substantial and significant effect onstudents’ level of achievement (d=1.07 [0.68 1.47], p < 0.001).
Nonetheless,I also believe that Savelsbergh et al.`s assertions, regarding thefirm connection between the decline of interest in the mathematicsand science disciplines and aging, were well-founded. Savelsbergh etal. contend that the curiosity of students to learn science and mathsubjects declines with age (Savelsberghet al., 2016).Thus, even if the various innovative interventions are incorporatedinto the curriculum, the associated impact will be minimal in theadvanced classes. Studies reveal that the use of computer-based,context-based, collaborative learning strategies, inquiry-based, andextra-curricular activities do not impact the level of achievement orattitudes of students profoundly (Savelsberghet al., 2016).However, investigations reveal that if all these approaches are usedjointly, significant impacts in General Interest (n=20 d = 0.22),General Attitude (n = 60 d = 0.35), and General Interest in Science(n = 4 d = 0.4) among students will be realized. These findings,however, are relatively weak for the studies that involve the olderstudents. The achievement outcomes of these studies reveal aremarkable and large general effect (n = 40 d = 0.78) moreover,considerable differences between instruction approaches have not beenrealized (Savelsberghet al., 2016).Thus, I am convinced that incorporating innovative teaching methodsin schools to positively impact students’ attitudes andachievements may work in the early grades. However, these approacheshave been proven to be less useful in the more advanced classes andinstitutions of higher learning.
Consideringthe above discussion, I am confident that the most significantinterventions integrate high-quality content and an effectiveimplementation strategy. Savelsbergh et al. (2016) affirm thatinstead of focusing on the effects of particular interventions,institutions of learning should focus on the content that is advancedto students and how well the intervention strategies are implemented.In essence, issues such as the inspiring nature of a dull context,the superficial or productive temperament of learning material, andthe capacity of a teacher to amplify a particular message should beconsidered when developing an innovative intervention strategy(Savelsberghet al., 2016).I am satisfied that the consideration of such measures, whendeveloping an educational plan, will improve the experience of thelearners, and, by extension, positively influence their achievementsand attitudes. Additionally, the authors contend that a particularteaching approach may deliver different results for differentbaseline conditions thus, obscuring the concept of“generalizability”(Savelsbergh et al., 2016).This notion exposes the existence of diverse environments andincentives to learn. Thus, I believe that an effective innovationstrategy should not only focus on the content that is being advancedto students but also incorporate the learning environment of studentsin developing novel teaching strategies.
Ina recap of the above discussion, the authors’ affirmations on thesubject of the effect of innovation on the attitude and achievementof students are well-substantiated. Savelsbergh et al. show howtraining approaches affect the attitudes and achievements oflearners. The authors` views are based on 56 publications thataccount for 65 independent experiments that studied the impacts ofteaching interventions on the attitudes that students acquired ineither primary and secondary mathematics or science subjects. Theresults revealed that the upshot for the different educationalapproaches did not have a weighty effect on the students’achievements or attitudes. I believe that innovative teachingstrategies have a positive impact on the attitudes andaccomplishments of students. However, how these teaching strategiesare implemented determines how well they affect the achievement andattitudes of students, as discussed above.
Savelsbergh,E., Prins, G., Rietbergen, C., Fechner, S., Vaessen, B., Draijer, J.,& Bakker, A. (2016). Effects of innovative science andmathematics teaching on student attitudes and achievement: Ameta-analytic study. EducationalResearch Review, 19,158-172. http://dx.doi.org/10.1016/j.edurev.2016.07.003