scholarly journals Effects of the individual teaching strategies on mathematics attitude and mathematics achievement of low achievement students in cultural mathematics

2018 ◽  
Vol 21 (3) ◽  
pp. 287-301 ◽  
Author(s):  
서종진
Keyword(s):  
Mathematics Achievement ◽  
Teaching Strategies ◽  
Low Achievement ◽  
Mathematics Attitude ◽  
And Mathematics ◽  
The Individual

scholarly journals Eksperimentasi Model Pembelajaran Kooperatif Tipe Student Team Achievement Divisions (STAD) dan Think Pair Share (TPS) Terhadap Prestasi Belajar Matematika Ditinjau Dari Motivasi Berprestasi

2017 ◽  
Vol 8 (1) ◽  
pp. 35
Author(s):  
Erny Untari
Keyword(s):  
Mathematics Achievement ◽  
Cooperative Learning ◽  
Achievement Motivation ◽  
Learning Model ◽  
Difficulty Level ◽  
Low Achievement ◽  
Discrimination Power ◽  
Quasi Experimental ◽  
And Mathematics

The purposes of this study are to determine: (1) which one have a better mathematics achievement, students who taught by cooperative learning model STAD or TPS type. (2) which one have a better mathematics achievement, students who have high, middle, or low achievement motivation. (3) is there any interaction between learning model and achievement motivation towards mathematics achievement. This study is a quasi experimental research with 2x3 factorial design. The population of this study is all students XI Grade SMA N 1 Kwadungan in academic year 2016/2017. Sampling was done by random technique. The total of sample is 28 students, with details of 14 students for class experiment one and 14 students for class experiment two. The instruments used to collect data are test of prior knowledge in mathematics, achievement motivation questionnaire and mathematics achievement test. The trial of test instrument includes content validity, difficulty level, discrimination power, and reliability. The testing of hypothesis uses two-way analysis of variance with unequal cell. The testing of hypothesis concludes that (1) Students who taught by cooperative learning model of TPS type have better mathematics achievement than students who taught by cooperative learning model of STAD type. (2) Students who have high achievement motivation have better mathematics achievement than students who have middle and low achievement motivation, also students who have middle achievement motivation have better mathematics achievement than students who have low achievement motivation. (3) There isn’t interaction between learning model and achievement motivation towards mathematics achievement.

Ability Grouping, Mathematics Achievement, and Pupil Attitudes toward Mathematics

1980 ◽  
Vol 11 (1) ◽  
pp. 22-28
Author(s):  
Anne Brassell ◽  
Susan Petry ◽  
Douglas M. Brooks
Keyword(s):  
Mathematics Achievement ◽  
Self Concept ◽  
Mathematics Students ◽  
Mathematics Scores ◽  
Mathematics Attitude ◽  
Mathematics Ability ◽  
Attitude Inventory ◽  
Ability Groups ◽  
Scale Scores ◽  
And Mathematics

Relationships between mathematics attitude and mathematics ability were investigated using six scale scores from Sandman's Mathematics Attitude Inventory and four mathematics scores from the California Test of Basic Skills. The instruments were administered to 714 seventh-grade mathematics students in classes grouped by ability level. Results showed significant differences in mathematics attitude and mathematics ability among the class levels and the teacher-determined ability groups. The mathematics-attitude scales for self-concept and anxiety proved to be the best correlates of mathematics achievement. Attitude data suggest that pupils placed in average-ability groups have self-concept and anxiety difficulties equal to or greater than pupils in low-ability groups.

scholarly journals TIMSS 2003: Relating dimensions of mathematics attitude to mathematics achievement

2008 ◽  
Vol 40 (2) ◽  
pp. 327-346 ◽  
Author(s):  
Djordje Kadijevic
Keyword(s):  
Mathematics Achievement ◽  
Three Dimensions ◽  
Eighth Grade ◽  
Mathematics Attitude ◽  
Research And Practice ◽  
Self Confidence ◽  
Learning Mathematics ◽  
Timss 2003 ◽  
The Individual ◽  
Almost All

This study, which used a sample of 137,346 students from thirty three countries that participated in the TIMSS 2003 project in the eighth grade, examined the features of the individual and collective relations of three dimensions of mathematics attitude to mathematics achievement (MA), searching for the dimension mostly related to that achievement. The three dimensions of mathematics attitude were self-confidence in learning mathematics (SCLM), liking mathematics (LM) and usefulness of mathematics (UM). By utilizing psychometrically valid and reliable measures of the three dimensions, it was found that: (1) each dimension of mathematics attitude alone was positively related to MA for almost all thirty three countries; (2) SCLM was primarily related to MA for thirty one countries; (3) when the two other dimensions were held constant, SCLM was positively related to MA for thirty three countries, LM was negatively related to MA for thirty countries, whereas UM was not related to MA for twenty one countries; (4) positive collective relationships of SCLM, LM and UM to MA considerably varied from country to country. Implications for research and practice are included.

scholarly journals Examining mathematics attitude in a TIMSS 2003 pilot research

2003 ◽  
pp. 63-75 ◽  
Author(s):  
Djordje Kadijevic
Keyword(s):  
Gender Differences ◽  
Mathematics Achievement ◽  
Applied Mathematics ◽  
Attitude Scale ◽  
Test Reliability ◽  
Mathematics Attitude ◽  
Timss 2003 ◽  
Student Questionnaire ◽  
And Mathematics ◽  
Psychometric Values

Apart from the data on test reliability, the psychometric features of the TIMSS variables are not officially available. It is therefore not clear whether the TIMSS findings capture real educational trends. Being concerned with mathematics attitude, the aim of this research was to determine the psychometric values of a mathematics attitude scale derived from a student questionnaire, and, if these are appropriate, to examine the relation of mathematics attitude to gender and mathematics achievement, and search for gender differences in the applied mathematics attitude indicators. By using a sample of 89 seventh-grade students involved in a TIMSS 2003 pilot research, it revealed the following findings: (a) the representativity reliability, homogeneity and validity of the applied attitude scale were acceptable, (b) attitude to mathematics was related to mathematics achievement, (c) gender differences in mathematics attitude were not found and (d) gender differences in the applied indicators were only present for the statement "I need to do well in mathematics to get into the faculty of my choice" where males expressed a higher agreement than females.

Self-Efficacy in Mathematics, Attitudes, and Achievement of Boys and Girls from Restricted Samples in Two Countries

1994 ◽  
Vol 79 (2) ◽  
pp. 1011-1018 ◽  
Author(s):  
Bikkar S. Randhawa
Keyword(s):  
Mathematics Achievement ◽  
Self Efficacy ◽  
Achievement Test ◽  
Mathematics Attitudes ◽  
Mathematics Attitude ◽  
Attitude Inventory ◽  
Attitude Measures ◽  
And Mathematics ◽  
Mathematics Achievement Test ◽  
Mathematics Self Efficacy

A Saskatchewan sample of 191 (99 boys and 92 girls) and a Western Australian sample of 134 (49 boys and 85 girls) Grade 12 students were administered the Mathematics Achievement Test, Mathematics Self-efficacy Scale, and Mathematics Attitude Inventory. Total scores on two derived parallel forms of the Mathematics Achievement Test, three subscales of the Mathematics Self-efficacy Scale (daily, problems, and courses), and two derived attitude measures of the Mathematics Attitude Inventory, analyzed in a 2 × 2 multivariate analysis of variance design with gender and locale as the fixed factors, as expected, showed effects for gender, locale, and their interaction were significant. These results are related to the previous reports on these variables; instructional and theoretical implications are discussed.

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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