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Relationship Between Mastery Goal Orientation and Achievement in Mathematics of Indian School Students Using Karl Pearson’s Parametric Correlation
Babu M. Sameer,
S. Selvamari
Issue:
Volume 7, Issue 1, March 2019
Pages:
1-5
Received:
5 January 2019
Accepted:
12 February 2019
Published:
25 February 2019
Abstract: The prime aim of this paper is to identify the degree of relationship between Mastery Goal Orientation, and Achievement in Mathematics of Indian School Students. The study was designed in correlational design. Sampling procedure was multistage cluster technique. 204 ninth graders were selectedas sample of the study. Mastery Goal Orientation scale was used to collect data; and Achievement score in mathematics was taken from the school records, which was mathematically treated to obtain standard score. The study shows that there is a positive significant relationship between Mastery Goal Orientation, and Achievement in Mathematics. Results show that an increase level of Mastery Goal Orientation will lead to increase in the level of Achievement in Mathematics. The adolescents must learn to do things by themselves- fixing target, working on the same, analyzing the impact, etc. A working model for adolescent can be suggested which can be an effective mechanism to help them set goals and related task orientation. Teachers can also design such strategies employing their own apt strategies. Goals can be asked and detailed out in the classroom, and at home along with the required efforts and hard work.
Abstract: The prime aim of this paper is to identify the degree of relationship between Mastery Goal Orientation, and Achievement in Mathematics of Indian School Students. The study was designed in correlational design. Sampling procedure was multistage cluster technique. 204 ninth graders were selectedas sample of the study. Mastery Goal Orientation scale w...
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A Proposed Supplementary Teaching Materials in Teaching Grade 7 Mathematics: Its Acceptability
Meriam Villareal Dela Cruz
Issue:
Volume 7, Issue 1, March 2019
Pages:
6-10
Received:
14 November 2018
Accepted:
10 January 2019
Published:
1 April 2019
Abstract: The researcher aimed to conduct a study which will help the learners understand more on their lessons especially during the second quarter topics. Supplementary teaching materials can help improve the performance of the students which will lead to a better performance. Based on the findings, there is a significant difference between the pretest and posttest of the students after using the proposed teaching material. It was shown that the teaching material was advantageous to the students’ performance because after using the teaching material their performance became better. The two groups of respondents show that their evaluation about the proposed supplementary teaching material are both the same which is to accept the said teaching material. After using the proposed teaching material the performance of the students improved.
Abstract: The researcher aimed to conduct a study which will help the learners understand more on their lessons especially during the second quarter topics. Supplementary teaching materials can help improve the performance of the students which will lead to a better performance. Based on the findings, there is a significant difference between the pretest and...
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The Benefits of Oral Reflection: The Use of Oral Reflective Action Learning Sets and Discussion Groups with Post Graduate Student Teachers
Issue:
Volume 7, Issue 1, March 2019
Pages:
11-16
Received:
25 January 2019
Accepted:
14 March 2019
Published:
3 April 2019
Abstract: The prime aim of this paper is to test the effectiveness of an oral reflective learning strategy that was introduced to a group of post graduate student teachers based within higher education, in order to secure their learning and, in turn, their performance as a reflective practitioner and teacher. The study was designed to include discussion groups and action learning sets, which took place within the University setting, after a period of work based experience. The PGCE cohort of 30 students were selected to take part in the reflective learning activities. A base line assessment of reflection took place, with the ‘level’ of reflection being assigned using Dewey’s stages of learning (suggestion, problem solving, hypothesis, reasoning and testing) to ascertain which approach (discussion groups of action learning sets) were most effective. The results, following a series of groups and sets, showed the level of reflection increased in both activities but a more detailed level of reflection occurred in the action learning sets, providing self-generated reflective responses securing a greater understanding of the complexities of the situation. Thus, those involved with teacher training should note: oral reflective learning strategies are a useful tool to increase a meaningful connection to experience.
Abstract: The prime aim of this paper is to test the effectiveness of an oral reflective learning strategy that was introduced to a group of post graduate student teachers based within higher education, in order to secure their learning and, in turn, their performance as a reflective practitioner and teacher. The study was designed to include discussion grou...
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Effects of Performance Ranking in Mathematics on Students’ and Teachers’ Identity Development
Samson Murithi Njiru,
Milcah Njoki Nyaga,
Simon Karuku
Issue:
Volume 7, Issue 1, March 2019
Pages:
17-28
Received:
4 February 2019
Accepted:
21 March 2019
Published:
29 April 2019
Abstract: Student and teacher identities are generally considered to influence students’ academic performance in Mathematics. The objective of the study reported in this paper was to investigate the effects of performance ranking in Mathematics on students’ and teachers’ identity development. The participants for the study were Mathematics teachers and students in secondary schools in Embu County in Kenya. A random sample of 1989 students and 101 teachers drawn from a population of 41925 students and 414 teachers participated in the study. The study adopted a mixed methods research design. Data were collected through one-on-one semi-structured interviews, focus group discussions and surveys. Chi-square test was used to test the hypothesis; performance ranking does not mediate Mathematics students’ and teachers’ identity development. The findings indicate that, performance ranking is a tool used by teachers and students in giving them feedback on their level of capabilities as Mathematics teachers and students. Secondly, performance ranking influence Mathematics teachers in furthering their studies in Mathematics-related courses, and students in aligning themselves to their preferred careers. Additionally, the study revealed that performance ranking is a motivation for students to work hard so as to have good relationships with their teachers as teachers are friendly to the students at the top of the rank. Similarly, the students identify themselves with peers of their abilities as far as Mathematics is concerned. The study recommends that the practice of performance ranking in Mathematics should continue and be used as a tool to identify the best Mathematics classes, students and teachers so as to act as a benchmark to encourage the rest to learn from.
Abstract: Student and teacher identities are generally considered to influence students’ academic performance in Mathematics. The objective of the study reported in this paper was to investigate the effects of performance ranking in Mathematics on students’ and teachers’ identity development. The participants for the study were Mathematics teachers and stude...
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