FLIPPING THE MATHEMATICS CLASSROOM TO IMPROVE STUDENT ENGAGEMENT IN LEARNING AND MATHEMATICS ACHIEVEMENT: A MIXED-METHOD STUDY IN TRINIDAD AND TOBAGO

2021 ◽  
Author(s):  
Kiran Emrith ◽  
Sharon Jacqueline Jaggernauth
Keyword(s):  
Student Engagement ◽  
Mathematics Achievement ◽  
Trinidad And Tobago ◽  
Mixed Method ◽  
Mathematics Classroom ◽  
Mixed Method Study ◽  
And Mathematics

Student engagement in medical education: A mixed-method study on medical students as module co-directors in curriculum development

2019 ◽  
Vol 41 (10) ◽  
pp. 1143-1150 ◽  
Author(s):  
Lennart Steffen Milles ◽  
Tanja Hitzblech ◽  
Simon Drees ◽  
Wiebke Wurl ◽  
Peter Arends ◽  
...  
Keyword(s):  
Medical Education ◽  
Student Engagement ◽  
Medical Students ◽  
Curriculum Development ◽  
Mixed Method ◽  
Mixed Method Study

Assessing Mathematics Classroom Goal Structures in a Sample of Italian Students During Sixth Grade

2016 ◽  
Vol 36 (2) ◽  
pp. 182-187
Author(s):  
Donatella Poliandri ◽  
Stefania Sette ◽  
Emanuela Vinci ◽  
Sara Romiti
Keyword(s):  
Mathematics Achievement ◽  
Adaptive Learning ◽  
Mathematics Classroom ◽  
Sixth Grade ◽  
Confirmatory Factor Analyses ◽  
Goal Structures ◽  
Confirmatory Factor ◽  
And Performance ◽  
And Mathematics ◽  
Approach Goals

The present study analyzed the factor validity of the Patterns of Adaptive Learning Scale (PALS) to assess students’ perceptions of mathematics classroom goal structures. Participants were N = 7,773 Italian students aged from 11 to 15 years ( M = 11.97, SD = 0.50). The confirmatory factor analysis replicated a three-factor structure (i.e., mastery, performance-avoidance, and performance-approach goals) of the scale. Multigroup confirmatory factor analyses supported configural, metric, and scalar measurement invariance of the scale across gender. Moreover, the students’ mathematics achievement was positively related to mastery goals and negatively associated with performance-avoidance goals. The use of the scale may help teachers to understand the relations between classroom goal structures and mathematics achievement during middle school.

Student engagement and mathematics achievement: Unraveling main and interactive effects

2018 ◽  
Vol 55 (7) ◽  
pp. 815-831 ◽  
Author(s):  
Francis Fung ◽  
Cheng Yong Tan ◽  
Gaowei Chen
Keyword(s):  
Student Engagement ◽  
Mathematics Achievement ◽  
Interactive Effects ◽  
And Mathematics

scholarly journals Learner metacognition and mathematics achievement during problem-solving in a mathematics classroom

2013 ◽  
Vol 9 (3) ◽  
Author(s):  
Stephan Du Toit ◽  
Gawie Du Toit
Keyword(s):  
Problem Solving ◽  
Mathematics Achievement ◽  
Mathematics Classroom ◽  
Metacognitive Awareness ◽  
Quantitative Methodology ◽  
Two Phase ◽  
Phase Approach ◽  
And Mathematics ◽  
Problem Solving Process ◽  
Metacognitive Awareness Inventory

In this investigation the level of learner metacognition as well as the level of mathematics achievement during problem-solving in a mathematics classroom was investigated. Learner metacognition plays a pivotal role during the problem-solving process and when the problem-solving is successful it can be viewed as evidence of high achievement in mathematics. Data were collected from one intact Grade 11 class of 25 girls. A word problem was given to the learners to solve individually. The learners recorded their thoughts relating to the problem as well as the calculations that corresponded to their thoughts. The level of achievement of the learners were analysed by noting calculation and conceptual errors in the solving of the problem. The learners’ level of metacognition was determined by analysing the written account of their thoughts and comparing it to the items on an adapted Metacognitive Awareness Inventory (MAI). Strong evidence was obtained from the recorded thoughts of learners that their metacognitive behaviours corresponded to the first three phases of Polya’s problem-solving model, but there was no evidence of metacognitive behaviours that corresponded with Polya’s fourth phase (Looking back) of problem-solving. It was further determined that the learners’ metacognitive awareness during the problem-solving session did not relate to the subscale Evaluation of the MAI. It was thus evident that the learners were not reflecting on the validity and correctness of their own solution. In this study a qualitative one- phase approach was used to examine the process of intervention, as well as a two-phase approach on the qualitative data which was also embedded in the quantitative methodology prior to and after the intervention phase (two-phase approach).

An Investigation of the Sexual and Relational Difficulties of Women Who Survived Sexual Assault: A Mixed-Method Study

2013 ◽  
Author(s):  
David Martinez Alpizar ◽  
Patricia Cabral ◽  
Mohena Moreno ◽  
Nouha H. Hallak ◽  
Luciana Lagana
Keyword(s):  
Sexual Assault ◽  
Mixed Method ◽  
Mixed Method Study ◽  
Relational Difficulties

Primary prevention in the general practitioner office - a mixed-method study

2012 ◽  
Vol 74 (08/09) ◽  
Author(s):  
C Holmberg ◽  
G Sarganas ◽  
N Mittring ◽  
V Braun ◽  
L Dini ◽  
...  
Keyword(s):  
General Practitioner ◽  
Primary Prevention ◽  
Mixed Method ◽  
Mixed Method Study

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISIONS MODIFIKASI PENEMUAN TERBIMBING TERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KEMAMPUAN VERBAL

2017 ◽  
Vol 15 (1) ◽  
pp. 100
Author(s):  
Herlina Herlina
Keyword(s):  
Mathematics Achievement ◽  
Cooperative Learning ◽  
Verbal Ability ◽  
Learning Model ◽  
Learning Achievement ◽  
Guided Discovery ◽  
Verbal Skills ◽  
Student Teams ◽  
And Mathematics ◽  
Better Than

The purpose of this study was to compare the learning achievement using cooperative learning model Student Teams Achievement Divisions with cooperative learning model Student Teams Achievement Divisions modification of guided discovery in terms of verbal abality. Based on the results of the study concluded that (1) based on a model of learning, the mathematics achievement of students who use cooperative learning model Student Teams Achievement Divisions as good with mathematics achievement of students who use cooperative learning model Student Teams Achievement Divisions modifications guided discovery, both onstudents who have the high verbal skills, medium and low, (2) base on terms of verbal skills, mathematics achievement of students who have high verbal ability is better than mathematics achievement of students who have medium and low verbal ability, and mathematics achievement of students have medium verbal skillsbetter than mathematics achievement of students have the ability low verbal skills. Tujuan penelitian ini adalah untuk mengetahui perbandingan prestasi belajar yang menggunakan model pembelajaran kooperatif tipe Student Teams Achievement Divisions dengan model pembelajaran kooperatif tipe Student Teams Achievement Divisions modifikasi penemuan terbimbing ditinjau dari kemamuan verbal. Berdasarkan hasil penelitian disimpulkan bahwa (1) berdasarkan model pembelajaran, prestasi belajar matematika peserta didik yang menggunakan model pembelajaran kooperatif tipe Student Teams Achievement Divisions sama baiknya dengan prestasi belajar matematika peserta didik yang dikenai model pembelajaran kooperatif tipe Student Teams Achievement Divisions modifikasi penemuan terbimbing,baik pada peserta didik yang memiliki kemampuan verbal tinggi, sedang dan rendah, (2) ditinjau dari kemampuan verbal, peserta didik yang memiliki kemampuan verbal tinggi lebih baik daripada peserta didik yang memiliki kemampuan verbal sedang dan rendah, dan peserta didik yang memiliki kemampuan verbal sedang lebih baik daripada peserta didik yang memiliki kemampuan verbal rendah.

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