Fake Math-Dislike Students in Japan and East Asian countries

2018 ◽  
Author(s):  
Kazuo Mori ◽  
Akitoshi Uchida
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Math Achievement ◽  
Implicit Attitude ◽  
Asian Countries ◽  
Control Groups ◽  
School Students ◽  
Japanese Students ◽  
One Year ◽  
And Control

International surveys repeatedly showed that Japanese children were good at mathematics but disliking it. We hypothesized there were a considerable number of “fake math-dislikes” among Japanese students who claimed they disliked mathematics explicitly while accepted it implicitly. To examine this hypothesis, we administered questionnaires and paper-based implicit association tests (IAT) to 204 Japanese junior high school students (13-14 years old) and found 38 fake math-dislikes (Study 1). We hypothesized further that those fake math-dislikes would become real math-dislikes eventually and that informing of their implicit attitude toward mathematics might work preventing this undesirable transition. Then, in Study 2, we randomly assigned them into experimental and control groups and informed only the experimental students of their positive implicit attitude toward mathematics we revealed with the IAT. One year later, we found 15 of the 16 experimental students improved their math achievement scores while only nine of the 17 control students did. The simple practice of informing of their implicit attitude worked effectively for improving their math achievement. As hypothesized, it prevented the fake math-dislike students from turning into real math-dislikes.

Assessment of the implicit attitude of Japanese people toward blacks and Little Black Sambo

2018 ◽  
Author(s):  
Kazuo Mori
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Implicit Attitudes ◽  
Picture Book ◽  
Implicit Attitude ◽  
Japanese People ◽  
School Students ◽  
Negative Attitudes ◽  
Single Target ◽  
Significant Difference

We examined whether Japanese people, 47 junior high school students, 49 undergraduates, and 52 older adults, possessed negative attitudes against blacks and the picture book Little Black Sambo. We assessed the implicit attitude toward the target word pairs, “black/white” and “Sambo/Heidi,” by utilizing a paper-based Implicit Association Test and found that both black and Sambo were associated more negatively than white and Heidi. However, the implicit attitudes assessed with a single-target IAT showed that 67 Japanese students showed positive implicit scores for blacks but with smaller valences. A post hoc analysis revealed that the reading experience of Little Black Sambo did not show a significant difference between the implicit attitudes of those who had and had not read the book.

scholarly journals The Mathematics Learning Attributes Valued by Students in Eastern China

2020 ◽  
pp. 209653112093024
Author(s):  
Hengjun Tang ◽  
Wee Tiong Seah ◽  
Qiaoping Zhang ◽  
Weizhong Zhang
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Mathematics Learning ◽  
Eastern China ◽  
Principal Component ◽  
School Students ◽  
And Control ◽  
Senior High School Students

Purpose: Research has confirmed that students’ mathematics values significantly affect their mathematics learning. Accordingly, understanding how students’ values form and change, especially during different learning stages, is an important topic. Design/Approach/Methods: This study administered a questionnaire to investigate the values of primary, junior high, and senior high school students in Eastern China. A principal component analysis was conducted to investigate the factor structure of the students’ learning values. Then, paired sample t-tests were used to examine the differences in the two continuous categories ranking of each group, and a one-way analysis of variance with a Brown–Forsythe test was used to test the differences in the ranking of each dimension by the different grade-level groups. Findings: We found that students’ mathematics learning values consist of seven elements: culture, memorization, technology, objectism, practice, understanding, and control. Students placed different degrees of importance on these seven elements at different learning stages. Additionally, we found that junior high school is a critical period of change in students’ values. Originality/Value: These findings will be invaluable to teachers and educators as they reflect on their teaching approaches. Moreover, the findings that students’ values undergo changes in the course of their schooling are important information for educators seeking to foster students’ learning.

scholarly journals Measuring School Climate among Japanese Students—Development of the Japan School Climate Inventory (JaSC)

2020 ◽  
Vol 17 (12) ◽  
pp. 4426
Author(s):  
Tomoko Nishimura ◽  
Manabu Wakuta ◽  
Kenji J. Tsuchiya ◽  
Yuko Osuka ◽  
Hideo Tamai ◽  
...  
Keyword(s):  
High School Students ◽  
School Climate ◽  
Junior High School ◽  
Behavioral Problems ◽  
School Students ◽  
Behavioral Traits ◽  
Japanese Students ◽  
The Relationship ◽  
Do So

School climate is a significant determinant of students’ behavioral problems and academic achievement. In this study, we developed the Japan School Climate Inventory (JaSC) to see whether it measures school climate properly. To do so, we investigated whether or not the measurement with JaSC varies across sub-groups of varying grade and of gender and examined the relationship between the perception of school climate and the psychological and behavioral traits at individual levels in a sample of Japanese elementary and junior high school students (n = 1399; grade 4–9). The results showed that the measurement was consistent, since single-factor structures, factor loadings and thresholds of the items were found not to vary across sub-groups of the participants. The participants’ perception of school climate was associated positively with quality of life, especially in school (β = 0.152, p < 0.001) and associated negatively with involvement in ijime (bullying) as “victim” and “bully/victim” (β = −0.098, p = 0.001; β = −0.188, p = 0.001, respectively) and peer relationship problems (β = −0.107, p = 0.025). JaSC was found to measure school climate consistently among varying populations of Japanese students, with satisfactory validity.

An induced successful performance enhances student self-efficacy and boosts academic achievement

2018 ◽  
Author(s):  
Akitoshi Uchida ◽  
Robert B Michael ◽  
Kazuo Mori
Keyword(s):  
Academic Achievement ◽  
High School Students ◽  
Academic Success ◽  
Junior High School ◽  
Self Efficacy ◽  
Successful Performance ◽  
School Students ◽  
Correlational Research ◽  
Before And After ◽  
One Year

A growing body of correlational research finds a relationship between self-efficacy—beliefs in one's capabilities—and academic success. But few studies have investigated whether self-efficacy is causally related to academic success. We hypothesized that an experience of success would promote self-efficacy in junior high school students and would lead to academic improvements. To induce an experience of success, we secretly presented easy anagrams to target students (41 males and 43 females; 12-13 years old) who then outperformed their classmates (116 males and 115 females). We assessed students’ self-efficacy and academic achievement scores before and after the anagram tasks. We found that the success-induced students raised their self-efficacy, and this elevated self-efficacy persisted for as long as one year. Moreover, success-induced males eventually showed significant improvement in their academic achievement. These results provide a real-world experimental enactment of Bandura’s self-efficacy theory, and have implications for the practices of educational practitioners.

scholarly journals The Effects of Peer-Based Instant Response System to Promote Learning Performance, Intrinsic Motivation and Self-Efficacy

2021 ◽  
Vol 13 (8) ◽  
pp. 4320
Author(s):  
Wen-Jye Shyr ◽  
Ying-Ming Hsieh ◽  
Ching-Huei Chen
Keyword(s):  
High School Students ◽  
Intrinsic Motivation ◽  
Junior High School ◽  
Self Efficacy ◽  
Mathematics Learning ◽  
Learning Performance ◽  
Control Group ◽  
School Students ◽  
Learning Interest ◽  
And Control

This study investigated the effects of using different online instant response systems (IRSs) on students, particularly in remedial mathematics classrooms. To achieve the goals, this study applied a mixed-methods approach to examine the effects on learning performance, intrinsic motivation, and self-efficacy. The participants were the seventh-grade junior high school students; they were randomly divided into three experimental groups, Kahoot-based IRS, Quizlet-based IRS, and control group. The results indicated that students in the Kahoot-based IRS performed significantly better in mathematics learning performance and reported higher learning interests, choice, and group self-efficacy. Meanwhile, students in the Quizlet-based IRS remedial classroom reported more positively on learning interest, value, effort, and choice than to the control group.

scholarly journals METODE PEMBELAJARAN KOPERATIF UNTUK KESIAPAN BELAJAR MATEMATIKA SISWA MTS

2019 ◽  
Vol 3 (1) ◽  
pp. 10-19
Author(s):  
Nurrul Khotimah ◽  
Adi Adi Heryadi
Keyword(s):  
High School ◽  
High School Students ◽  
Cooperative Learning ◽  
Junior High School ◽  
Junior High ◽  
Mathematics Learning ◽  
Control Group ◽  
School Students ◽  
Learning Readiness ◽  
And Control

This study aimed to prove cooperative learning in improving mathematics learning readiness of Islamic junior high school (MTs) students. This research was an experimental study with 50 partisipants that devided randomly in two groups, experiment and control. The design of the experiment was a pretest-posttest control group. The experiment was engeged in cooperative learning in mathematics subject and the control group only learned mathematic subject in traditional methods. The instrument was students' readiness questionaire with reliability coefficient of 0.913. The results showed that cooperative learning methods improved the mathematics learning readiness of Islamic Junior High School students. Mathematics learning readiness is important to improved before the students learn mathematics in class.

scholarly journals The effectiveness of Using Flipped Classroom Strategy in Developing Algebraic Thinking Skills of Secondary Stage Female Students

2019 ◽  
Vol 3 (19) ◽  
Author(s):  
Haifa Saad Al- Otaibi , Al- Said Mahmoud Iraqi
Keyword(s):  
High School Students ◽  
Flipped Classroom ◽  
Thinking Skills ◽  
Female Students ◽  
Algebraic Thinking ◽  
Control Groups ◽  
School Students ◽  
Algebraic Generalization ◽  
Secondary Stage ◽  
And Control

The aim of the study was to identify The effectiveness of the use of The Flipped Classroom Strategy in The Development of The Algebraic Thinking Skills of high School students and to achieve the objective of the study, the symbol of the study consisted of (56)female Secondary school students in the Secondary stage randomly divided into two groups one which consisted of (29) female students who study the Unit of "Sequences and Series" using Flipped Classroom, in addition the other students were taught the same topics in the usual way from (27) female students. In addition, the measurement test was conducted in the form of the algebraic thinking skill and the preparation of the teacher's guide in the light of the flipping the classroom using "Articulate Storylines (3)", the use of the Educational Platform "Edmodo", and the preparation guide of the activities for the students . The data were processed statistically. The results indicated a statistically Significant differences (0.05) Between that mean scores of the experimental and control groups in the skill of exploring relationships and algebraic functions in the favor of the group’s experimental students attributed To the use of the flipped classroom strategy, and no statistically significant differences (0.50) Between that mean scores of the experimental and control groups in the skill of (patterns and algebraic generalization, use representations and algebraic symbols), and In general there was no statistically significant differences between (0.05) between the average scores of the female students in the experimental and control groups in the post- application to test algebraic thinking skills in the total score. Based on the Findings a number of recommendations and proposals were presented that could contribute to the development and enrichment of mathematics education.    

scholarly journals MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA SMP UNTUK MENGETAHUI PENGARUH PENDEKATAN KONTEKSTUAL

2018 ◽  
Vol 1 (5) ◽  
pp. 941
Author(s):  
Siti Jenab ◽  
Mita Islamiyati ◽  
Ratna Sariningsih
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
Contextual Approach ◽  
School Students ◽  
Mathematical Communication ◽  
Communication Ability ◽  
And Control

This study aims to determine the improvement of mathematical communication skills of junior high school students from the influence of contextual approach. This research takes the form of a posttest pretest design that compares the influence of a contextual approach with a conventional approach. This study has a population that is all students of SMP class VII in Cianjur District while the sample is a student of class VII SMP Plus Al-Ittihad Cianjur. The samples were taken at random into experimental groups and control groups. Based on the data in the field, it can be concluded that the effect of improving mathematical communication ability of junior high school students who gain learning using contextual approach is better than conventional learning. Therefore, the effect of improving learning with contextual approach is much better while conventional learning is still very less. 

scholarly journals The Equating of Battery Test Packages of Mathematics National Examination 2013-2016

2018 ◽  
Vol 42 ◽  
pp. 00022
Author(s):  
Badrun Kartowagiran ◽  
Sudji Munadi ◽  
Heri Retnawati ◽  
Ezi Apino
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Item Parameter ◽  
School Students ◽  
National Examination ◽  
Test Characteristics ◽  
National Examinations ◽  
Item Parameter Estimation ◽  
One Year ◽  
Special Region

When a test implements several test instruments, there is an assurance that the test instruments that will be implemented are equal and this equality is an urgent matter. Therefore, this study aimed at confirming the equality of the test instruments that had been implemented in Mathematics National Examinations (MNE) 2013-2016. This study was conducted using quantitative approach. The data were gathered using students’ response documentation technique and MNE test instruments; the test instruments were drawn from the packages that had been administered to the national examinations for junior high school students in the Province of Yogyakarta Special Region. The data were analyzed by using the stages of item parameter estimation, designing the equating equation, equating through concordance model, drawing the test characteristics curve, and interpretation. The results of the analysis showed that the instruments that have been administered are almost equal, both from one package to another and from one year to another, with the standards of test instrument 2013.

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