Mathematics Education Journal

Effect of Kinesthetic Learning on Students’ Interest and Achievement in Mathematics

Joshua Abah — 2024-09-30

One of the pertinent reasons for poor academic achievement in Mathematics is fundamentally linked to the application of ineffective teaching methods by teachers to impact knowledge to learners. This study adopts a quasi-experimental pre-test post-test research design to examine the efficacy of kinesthetic learning on interest and achievement in Mathematics. Four research questions were raised to guide the study and four hypotheses were formulated and tested at 0.05 level of significance. The sample comprises 101 Junior Secondary School students drawn from two secondary schools in Bekwarra Local Government Area of Cross River State, Nigeria. Two intact classes were randomly selected from each school and assigned to experimental and control group. Data for the study were sourced using a modified Mathematics Interest Inventory (MII) and mathematics achievement test designed by the researchers tagged Students’ Mathematics Achievement Test (SMAT). Data collected were analyzed using mean, standard deviation and Analysis of Covariance (ANCOVA). The findings revealed a high post-test interest cluster mean of 3.10 (above the decision benchmark of 2.50) and also a higher post-test mean achievement score with (Mean = 20.82; Standard Deviation = 3.63) for students in the experimental group compared to the control group. The result also indicated that both male and female students taught mathematics using kinesthetic learning in the experimental group had positive interest and achievement after exposure to the treatment. The test of the hypotheses indicated that there is significant difference in interest and achievement between students taught mathematics using kinesthetic learning and conventional method, whereas there is no significant difference on the interest and achievement of male and female students taught mathematics using kinesthetic learning. The study concluded that kinesthetic learning has a positive effect on interest and achievement in mathematics; and that gender is not a sole determinant of good academic performance or interest in mathematics but teaching method. The study recommended that mathematics teachers should adopt kinesthetic learning or play way method in teaching because of its relevance in improving learners’ interest and achievement.

Mathematics Self-Efficacy and Study Habit as Predictors of Achievement of Senior Secondary School Students

Akorede A. Asanre — 2024-09-30

This study therefore looked at Mathematics Self-Efficacy and Study Habit as Predictors of Academic Achievement of Senior Secondary School Students in Ijebu Ode Local Government Area, Ogun State, Nigeria. Three hypotheses that were examined at the 0.05 significance level served as the study's compass. Descriptive survey was used, 500 students sampled from 10 senior secondary schools in Ijebu ode using simple random sampling techniques. mathematical achievement test, study habit scale, and self-efficacy scale constitute the instruments, validated and demonstrates reliability coefficients of 0.78, 0.81 and 0.86. The results shows that self-efficacy and study habit will accurately forecast students' academic success in mathematics (F =38.328, p < 0.05 & F =35.011, p < 0.05) and jointly predict students' proficiency in mathematics (F = 49.136, p < 0.05). The conclusion derived is that both Study habits and self-efficacy are significant predictors of academic achievement of senior secondary school students in mathematics.

Investigating the Level of Mathematics Anxiety among Junior High School Pupils

David Koomson — 2024-09-30

Mathematics is a fascinating and perplexing subject that is constantly evolving in a variety of scientific fields. Naturally, it is amazing and beautiful to use mathematics to solve a real-life problem and comprehend it. However, most people fear mathematics. The goal of this research was to explore Ghanaian Junior High School pupils' level of anxiety in mathematics at two different schools.. A Likert-Scale type of questionnaire on mathematics anxiety was given to 120 pupils who were randomly selected from the population to answer voluntarily. Descriptive and inferential analysis were both used to analysis the responses from the pupils. It was revealed that mathematics anxiety was reported to be high among junior high school pupils. It was also found that female pupils had greater levels of mathematics anxiety than male pupils. Practical recommendations are provided based on the findings of the study.

Implementation of STEAM and Thematic Learning Models Assisted by STEMATIK Learning Media in Elementary School

Atika Azzahro Hazima — 2024-09-30

Learning is not only about giving theories, but instilling concepts is more important to teach to students. One of the concepts instilled in mathematics, namely the arithmetic material of addition and subtraction for elementary school. STEMATIK learning media supports students' understanding in introducing the arithmetic concepts of addition and subtraction for lower elementary school classes. This research aimed to explain the component analysis of integrating STEAM and thematic learning using STEMATIK learning media, to describe the importance of using learning media in enhancing students’ independence and motivation to learn, and to present the results of using STEMATIK learning media as a tool for learning mathematics. The research method employed was a quasi-experiment. Quantitative data analysis was conducted to analyze the data collected from the research instrument, including validation instruments by two experts in the form of learning media feasibility instruments and pretest and posttest assessment results on 31 elementary school students on the control group and the experimental group. The validity test used T-test by SPSS application. The product development process was based on the ADDIE model, a systematic approach that includes five stages: analysis, design, development, implementation, and evaluation. The method used in this research was the descriptive, qualitative and quantitative method. The research results show that for the validity test the increase in knowledge scores significantly using the T test with the SPSS application produces two sides of less than 0.001. The level of student learning independence is good, achieving a score of 68,14, which according to the category is considered good. The percentage for the student learning motivation category falls into the high criterion. The result of these indicators shows a score of 83, which is categorized as high.

Multivariate analysis on students' cognitive assessment, attitude, and skill evaluation in problem-based learning

Sabar Santoso — 2024-09-30

To improve the quality of education, the Ministry of Education and Culture of the Republic of Indonesia designed the "Merdeka" curriculum. With this curriculum, there are three learning outcomes, namely cognitive (knowledge), affective (character or attitude), and psychomotor (skills) domains. The learning that can be applied to the "MERDEKA" curriculum is the problem-based learning model. The significance of a variable in the learning process is very important to research to evaluate the learning process, especially in problem-based learning. Thus, the research objective of this study is to provide evidence of the significance of students’ cognitive assessment, attitude, and skill evaluation in mathematics learning. This study is a quantitative research using two-way multivariable analysis of variance (MANOVA), to determine the significance of cognitive assessment (assessment of learning outcomes), character or attitude, and skills evaluation in three classes of VIII students using problem-based learning (PBL). A two-way MANOVA analysis was carried out with students' class and gender factors, using measurement variables: cognitive assessment, attitude, and skill evaluation. From the results of the analysis, it was found that problem-based learning can be applied to Mathematics classes because, with this learning, both male and female students, the student's cognitive assessment is equally good in the significance level 5%. The differences in attitude and skill evaluation occurred because of the uniqueness of male and female students.

Analysis of Mathematical Beliefs of Madrasah Tsanawiyah Students After Using the Geometry Transformation Digibook

Komara — 2024-09-30

Mathematical belief is students' belief in mathematics which can construct their cognitive domain in the mathematics learning process. This research aims to analyze and describe students' mathematical beliefs after using the geometric transformation digibook. The subjects in this study were 32 students of class IX-B MTs Negeri 3 Ciamis. The method used in this research is descriptive qualitative method. The data collection technique in this study is through observation and a mathematical belief questionnaire. The instruments used in this research were the geometric transformation digibook and the mathematical belief questionnaire. Based on the results of the study and discussion, it can be concluded that after learning mathematics using the geometric transformation digibook, students' mathematical beliefs in each of the main dimensions of mathematical belief, namely: about mathematics education are in the high category, about themselves are in the high category and about the social context are in the high category.

Development of Interactive Learning Video Media to Improve Mathematical Representation Ability on Data Presentation Material

A. Sriyanti — 2024-09-30

One of the main challenges in learning mathematics is overcoming students' difficulties in understanding abstract mathematical material and the lack of engaging and interactive teaching methods. The aim of this research is to develop interactive learning videos that are valid, effective, and practical. This Research and Development (R&D) study uses the ADDIE model. The research subjects were 15 students of class VII A MTsS Ash-Shalihin.. The results of the study show that the interactive learning video is highly valid with a score of 3.7 from expert evaluations. Teacher responses received a score of 3.67, which is categorized as very practical, while student responses received a score of 3.34, indicating that the video is very effective. The t-test and N-Gain test showed a value of 0.67, indicating an improvement in students' mathematical representation abilities in the moderate category. Thus, the learning video has proven to be effective.

Impact of Parent Interest in Mathematics and Students Mathematics Interest on Student Mathematics Achievement

Francis Ohene Boateng — 2024-09-30

A student's academic and cognitive development is greatly influenced by their mathematics education, and the importance of parental participation in promoting this interest cannot be estimated. The study aims to evaluate the impact of parental interest in mathematics and student’s mathematics interest on students’ mathematics achievement. The study employed quantitative research method with the used of structured questionnaire for collecting data. The sample of the study comprised of 200 first-year students from four selected senior high school in Ghana-Kumasi. The study findings revealed that, parent interest and student interest in mathematics had a statistically significant direct positive impact on students’ mathematics achievement. Moreover, there relationship between parental interest and students’ interest in mathematics had a positive effect and was statistically significant.

Misconceptions and Errors Among Grade 12 Students When Learning Differentiation Rules: A Case Study

G Jameson — 2024-09-30

t is an established fact that some grade 12 students learning differentiation in calculus are found struggling with the rule of differentiation and these rules include power rule, quotient rule, chain rule and product rule. Because of these, some students came up with some misconceptions which eventually resulted to the students having multiple errors when learning rules of differentiation. The reason associated with these common errors are not far from their failure to model some prerequisite knowledge in the laws of logarithm into their learning of the laws of differentiation. And this has resulted to the poor performance of some students in mathematics (calculus) since calculus carries about 40% in the overall grade in mathematics as a subject at grade 12 level. On this note, this paper presents an analysis of students’ errors and misconceptions in learning differentiation rule. The study was conducted among grade 12 students preparing for NSC examination in a high school in Limpopo province in South Africa. And the data was initially collected using 35 test scripts of grade 12 on the topic of differentiation and differentiation rule. A qualitative approach was considered, and the data collected was analysed, focusing on product rules, quotient rules and chain rules and the errors committed. The result of the study indicated that some grade 12 students make some errors and misconceptions in differentiation rules. And these were because of poor conceptual understanding, poor mathematics language understanding, and some other error. It was confirmed that the results of this study highlight the common mistakes and errors students make when learning differentiation rules, and these errors are; conceptual, systemic, language, and generalization errors.

Using distance learning strategy in students’ acquisition of conceptual and procedural knowledge in mathematics

mohammad Ali ghunaimat — 2024-09-30

The study investigates the effect of using Distance learning (DL) on students’ acquisition of conceptual and procedural knowledge in mathematics. The study used the quasi-experimental approach, where the study was applied by two groups of ninth grade students (experimental, 25 students, and control, 26 students), the experimental group was taught by using Distance learning, and the control group was taught in the usual way, after verifying the validity coefficients. And reliability for testing conceptual and procedural knowledge. The results demonstrated statistically significant differences favoring the experimental group, suggesting that Distance learning has a beneficial impact on mathematics instruction. The study included recommendations on the necessity of promoting Distance learning usage among students and teachers additionally the function of educational technology in the process of teaching and learning mathematics.