CALCULUS MASTERY: EMPOWERING LEARNING THROUGH SELF-EXPLANATION PROMPTS

Аннотация

This study explores the effectiveness of self-explanation prompts as a pedagogical tool in calculus instruction. The research investigates how self-explanation prompts can enhance students' understanding of complex calculus concepts and foster greater mastery of the subject matter. A quasi-experimental design was employed, involving a control group and an experimental group. The experimental group received guided self-explanation prompts during their calculus instruction, while the control group followed traditional teaching methods. The results indicate that self-explanation prompts significantly improve students' performance, engagement, and comprehension in calculus, suggesting their potential to revolutionize calculus education.