摘要：The study examines the impact of APOS theory on students’ achievement in Elementary Linear Algebra (ELA) in accordance with their adequate prior knowledge (APK) and inadequate prior knowledge (IAPK). The mixed methods were used to determine the problem-solving test in ELA. Data were obtained from 65 industrial engineering students at Andalas University that enrolled in the 2019 Matrix and Vector Space course. A total of 35 students were in the experimental class and 30 in the control class. In the experimental class, students learning ELA was based on the APOS theory, and in the control class, it was based on the traditional approach. The result showed that: (1) students learning with ELA based on APOS theory is not yet satisfactory; (2) learning ELA based on APOS theory differs significantly compared to the traditional approach; (3) with APK in learning ELA based on APOS theory differs significantly compared to the traditional approach; (4) with IAPK in learning ELA based on APOS theory differs significantly compared to the traditional approach; (5) the APOS theory approach is suitable for both IAPK and APK in increasing students’ achievement in ELA; (6) Students’ levels of understanding in learning ELA based on APOS theory was better than the traditional approach.
其他关键词：elementary linear algebra, student’ achievement, prior knowledge, APOS theory, traditional teaching and learning approach, quasi-experimental research
