Abstract
This study focuses on a computer-based training program in inductive reasoning through tasks embedded into mathematical content for 9–11-years-old students (N = 118) and presents the results of the evaluation study. The online training consists of 120 playful problems based on Klauer’s “Cognitive training for children” concept and on his theory of inductive reasoning (Klauer, 1989). Both the experimental and the control group in the study consisted of 118 participants. A computer-based inductive reasoning test comprising of 44 multiple-choice items was used in the pre- and posttest to measure the effectiveness of the training (Cronbach α = .91). Both the test and the training tasks were in Arabic context regarding language and used directions and were delivered via the eDia online assessment platform (Csapó & Molnár, 2019). On the posttest, after the six weeks of training the experimental group significantly outperformed the control group by more than one standard deviation. The effect size of the training was in international context high (Cohen d = 1.71). Non-significant variance of the latent slope indicated that there was no significant variability in responding to the intervention program. This study provided evidence that inductive reasoning could be developed even on class level and in a computerised environment very effectively at the age of 9–11 independent of students’ original level of inductive reasoning, school-achievement, gender, and socio-economic status.
Highlights
Placing the training program of inductive reasoning into an international context according to its effect size even independent of its delivery media, it allows us for favourable conclusions
Our result indicates that the newly developed online training program of inductive reasoning can be effectively used in mathematics lessons for improving students IR skills and the development was even detectable via IR tests, which were not developed in accordance of the Klauers’ model for avoiding the near transfer effect of the training
This study presented a computer-based training program of inductive reasoning for 9–11-year-old students in educational context and addressed the direct result of the evaluation study
Summary
Inductive reasoning (IR) considered as one of the most important component skill of almost all transversal skills (Molnár, Greiff, & Csapó, 2013; Söderqvist, Nutley, Ottersen, Grill, & Klingberg, 2012) such as problem solving (Wu & Molnár, 2018a, 2018b) and general intelligence (Klauer & Phye, 2008; Klauer, Willmes, & Phye, 2002; Sternberg and Gardner, 1983), it constitutes a driving force of cognitive development (Perret, 2015) It plays a central role in learning processes, such as knowledge acquisition and application (Bisanz, Bisanz, & Korpan, 1994; Hamers, De Koning, & Sijtsma, 2000; Klauer, 1990, 1996; Molnár et al, 2013; Pellegrino & Glaser, 1982) and is a good indicator of learning potential (Csapó & Nikolov, 2009; Resing, 1993). “Inductive reasoning enables one to detect regularities, rules, or generalizations and, to detect irregu larities This is one way in which we structure our world” This suggests that improving reasoning skills (Hattie & Anderman, 2013), especially, fostering IR should be part of formalized education, of the school activities explicitly
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