scholarly journals The Relationship between Teacher Autonomy Support and the Attitude and Anxiety toward Mathematics Course

2018 ◽  
Vol 11 (6) ◽  
pp. 109
Author(s):  
Cengiz Erdik
Keyword(s):  
Mathematics Teachers ◽  
Autonomy Support ◽  
Learner Autonomy ◽  
Teacher Autonomy ◽  
Eighth Grade ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
And Mathematics ◽  
The Relationship ◽  
Mathematics Course

The purpose of the present research is to determine the correlation between attitude and anxiety of seventh and eighth grade students toward mathematics course and behaviors of mathematics teachers to support and exhibit learner autonomy toward mathematics course. The population of the research was consisted of 1.563 students and 35 mathematics teachers from 22 schools. Research data was collected by means of Learner Autonomy Support Scale and Mathematics Course Attitude and Anxiety Scale. Conclusively, it was revealed that eighth grade students were more anxious, their anxiety levels and attitudes differed according to their success levels, and that they did not exhibit statistically significant difference according to their genders and teachers’ genders. It was determined that there is no statistically significant correlation between level of teachers’ support for learner autonomy and students’ anxiety and attitude levels toward mathematics course.

scholarly journals THE EFFECT OF GENRE-BASED APPROACH AND LEARNER AUTONOMY ON THE WRITING COMPETENCE OF THE EIGHTH GRADE STUDENTS OF SMP HARAPAN NUSANTARA

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
N. M. S. Artini ◽  
I K. Seken ◽  
I G. Budasi
Keyword(s):  
Sampling Technique ◽  
Learner Autonomy ◽  
Eighth Grade ◽  
Control Group ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Post Test ◽  
Competence Test ◽  
Writing Competence ◽  
Academic Year

This study aimed at: a) finding out whether or not there is a significant difference in writing competence between the students who were taught by using genre based approach and those who were taught by using a conventional strategy; b) finding out whether or not there is an effect of the interaction between the implementation of genre based approach and learner autonomy on the students writing competence; 3) finding out whether or not there is a significant difference in writing competence between the students with high autonomy treated by using genre based approach and those treated by using a conventional strategy; 4) finding out whether or not there is a significant difference in writing competence between the students with how autonomy who were treated by using genre based approach and those treated by using a conventional strategy. The study employed a post test for control group and an experiment group with 2 x 2 factorial designs. The population of the study was 196 eighth grade students of SMP Harapan Nusantara in academic year 2015/2016 where 144 of them were selected as the sample of the study through cluster random sampling technique. The data were collected by means of attitude questionnaire and writing competence test and were analyzed by using Two-Way ANOVA and Tukey test. The result of this research showed that: a) there was significant difference in writing competence between the students who are taught by using genre based approach and those who are taught by using a conventional strategy, b) there was significant effect of the interaction between the implementation of genre based approach and learner autonomy on the students’ writing competence, c) there was significant difference in writing competence between the students with high autonomy treated by using genre based approach and those treated by using a conventional strategy and d) there was significant difference in writing competence between the students with low autonomy who are treated by using genre based approach and those treated by using a conventional strategy. The implication of this study reveals that a Genre-Based Approach is useful approach for supporting students’ development.

scholarly journals The Relationship between Secondary School Students’ Epistemological Beliefs and Critical Reading Levels

2021 ◽  
Vol 9 (4) ◽  
pp. 69
Author(s):  
Serkan Aslan ◽  
Nil Didem Şimşek
Keyword(s):  
Secondary School ◽  
Epistemological Beliefs ◽  
Book Reading ◽  
Eighth Grade ◽  
Critical Reading ◽  
Reading Levels ◽  
Economic Level ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
The Relationship

This study attempts to depict the secondary school eighth grade students’ epistemological beliefs and their critical reading in terms of several variables and to examine the relationship between them. Descriptive and relational survey models were used within the scope of the study. The population of the study consisted of the secondary school eighth grade students studying in Istanbul. The participants were selected by convenience sampling method. The study deployed personal information form, scientific epistemological belief and critical reading scales. Descriptive statistics, multivariate analysis of variance (MANOVA) and correlation analysis were used during data analysis. The study results concluded that the eighth grade students’ epistemological beliefs and their critical reading levels were at a moderate level. While no significant difference was identified across the students’ epistemological beliefs in terms of their gender, academic achievement, socio-economic level and book reading, a significant difference was noted across their critical reading levels in terms of gender, academic achievement and book reading, but that was not the case for their socio-economic level. The results of the research have useful implications for teachers. While teachers develop students’ epistemological beliefs in the teaching environment, they will also develop their critical reading skills.

NYC Selective Specialized Public High Schools and Honors College STEM Degrees: A Previously Unexplored Relationship

2018 ◽  
Vol 29 (4) ◽  
pp. 304-320 ◽  
Author(s):  
Pessy J. Sloan
Keyword(s):  
High School ◽  
New York ◽  
High Schools ◽  
College Graduates ◽  
Public High Schools ◽  
Public High School ◽  
Honors College ◽  
Significant Difference ◽  
And Mathematics ◽  
The Relationship

This study examined the relationship between attending one of the nine New York City (NYC) selective specialized public high schools and graduating from an honors college with a science, technology, engineering and mathematics (STEM) degree, compared with honors college graduates who attended any other high school. A causal-comparative study design was applied. The participants consisted of 1,647 graduates from seven honors colleges, from 2011 to 2015, in the northeastern United States. Of the 1,647 graduates, 482 students graduated from NYC selective specialized public high schools and 1,165 students graduated from other high schools. The study found a significant difference ( p < .05) between the two groups. A larger percentage of NYC selective specialized public high schools graduated with a STEM degree from an honors college than students from other high schools. These results support the positive relationship between attending a NYC selective specialized public high school and graduating with a STEM degree from an honors college. Results and implications are discussed.

scholarly journals USING SOCIOGRAM TO IMPROVE THE WRITING AND SPEAKING ACHIEVEMENTS OF THE EIGHT GRADE STUDENTS OF SMPN 1 JARAI

2019 ◽  
Vol 2 (2) ◽  
pp. 269
Author(s):  
Yoga Pratama
Keyword(s):  
Eighth Grade ◽  
Control Group ◽  
Control Groups ◽  
Control Group Design ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Post Test ◽  
And Control ◽  
Experimental Group ◽  
Test Control

The objectives of this study were to find out whether or not there was significant improvement in writing and speaking achievements of the eighth grade students of SMPN1 Jarai after they were taught by using Sociogram, to find out whether or not there was significant improvement in each aspect of writing and speaking achievements of the eighth grade students of SMPN1 Jarai after they were taught by using Sociogram, to find out whether or not there was significant difference in writing and speaking achievements between the eighth grade students of SMP 1 Jarai who were taught by using Sociogram and those who were not, and to find out the perception of the eighth grade students of SMPN 1 Jarai after they were taught by using Socoiogram. In this paper, an experimental research method with pre and post test control group design was used with 70 students as the sample divided into two groups, experimental and control group. However, only the students of the experimental group were taught by using Sociogram. The obtained data were analyzed by using t-test. The students were given questionnaire to know their perceptions. The result showed that there was a significant difference in both students? writing and speaking achievements after they were tought by using Sociogram. Furthermore, it was found that there was a significant difference in students? writing and speaking achievement between the experimental and control groups. In conclusion, Sociogram improves the students? writing and speaking achievements.

Involve the Community

1993 ◽  
Vol 86 (6) ◽  
pp. 442-448
Author(s):  
Sue Jackson Barnes
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Daily Basis ◽  
School Mathematics ◽  
Mathematics Students ◽  
High School Mathematics ◽  
Know How ◽  
Banking Activity ◽  
And Mathematics ◽  
Mathematics Course

Many high school mathematics students unrealistically believe that if they can just finish one more general mathematics course, they will never again have to face mathematics. They realize that they must know how to write checks and are quite eager to learn about managing a checking account. Other than this banking activity, they are quite sure that only engineers and mathematics teachers use mathematics on a daily basis. When asked about such items as taxes and insurance, the stock answer is, “Oh, I'll just let my accountant take care of things like that!”

scholarly journals The Influence of Autonomy-Supportive Teaching on EFL Students’ Classroom Autonomy: An Experimental Intervention

2021 ◽  
Vol 12 ◽  
Author(s):  
Fakieh Alrabai
Keyword(s):  
Intrinsic Motivation ◽  
Autonomy Support ◽  
Learner Autonomy ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Teacher Autonomy ◽  
Self Report ◽  
Metacognitive Skills ◽  
Experimental Intervention ◽  
Perceived Choice

Based on the framework of self-determination theory (SDT), this two-wave longitudinal empirical investigation examined the actual practicality of certain strategies that have been theoretically acknowledged as having potential positive effect on English as a foreign language (EFL) learner’s autonomy. Strategies targeting learners’ self-determined learning in the classroom in terms of satisfying learner basic psychological needs (BPNs) of autonomy, competence, and relatedness as well as SDT key concepts, such as learner sense of choice, intrinsic motivation, control over learning, goals and needs, and metacognitive skills, were implemented in a treatment group for 12weeks. A classroom observation was used to evaluate teachers’ autonomy-supportive teaching and a student self-report measure, and an observation were used to assess learners’ autonomy. The findings derived out from analyses of variance, covariance and a hierarchical regression revealed that the experimental intervention led to statistically significant increased EFL autonomy for learners in the experimental group. Learner perceived choice, autonomy support, competence, and intrinsic motivation mediated the relationship between teacher autonomy-supportive teaching and learner autonomy; with perceived choice being the strongest predictor of learner autonomy. These findings acknowledge the vital role of teacher autonomy-supportive teaching in promoting EFL learner autonomy and recommend that, beside satisfying their BPNs, students should always be granted a larger space of freedom of choice, more control over learning, and more involvement in decision-making process.

scholarly journals Comparative Study Between Using Cooperative Learning Model Teams-Games-Tournaments (TGT) and Direct Instructional Method (DI) to Teach Students’ Reading Comprehension

2018 ◽  
Vol 6 (3) ◽  
pp. 367
Author(s):  
Nurul Ariffa Anggiasari ◽  
Muh Asrori ◽  
Teguh Sarosa
Keyword(s):  
Reading Comprehension ◽  
Cooperative Learning ◽  
Comparative Study ◽  
Junior High School ◽  
Instructional Method ◽  
Eighth Grade ◽  
Control Group ◽  
Learning Material ◽  
Significant Difference ◽  
Eighth Grade Students

<p>Mastering reading comprehension is a must for language learners. Without mastering reading comprehension students aren’t able to grasp the message on their written form of learning material. Yet, reading comprehension oftenly considered to be difficult by students. This may caused by teacher’s method of teaching that doesn’t effective. This article compare between the use of Cooperative Learning method model Teams-Games-Tournaments (TGT) and Direct Instructional Method (DI) to teach studentsz reading comprehension. Here describe there is significant difference in reading comprehension achievement between the students taught using TGT and those taught using DI of the eighth grade students of one state junior high school in Grogol, and whether TGT is more effective than DI to teach reading comprehension. The method used in this study is experimental method (comparative study). The population of the research is all the eighth grade students. The sample was taken by using cluster random sampling. Two groups of student were taken, VIII-B as experimental group and VIII-C as control group. The instrument to collect data is test. The data were analyzed using t-test formula. The computation showed that t-observation (t<sub>o</sub>) is 3.32 consulting t-table <sub>(78,</sub> <sub>0.05)</sub> = 1.96, therefore the t<sub>o</sub> is higher than t<sub>t</sub>. It is concluded that there’s significant difference between experimental and control group. Besides, the mean of the group of students taught using TGT is 62.62, while that of those taught using DI is 59.46, meaning that TGT gives better achievement than DI. Thus, TGT is more effective than DI to teach reading comprehension.</p>

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