In this study, we conducted peer instruction (PI) activities to promote student participation in the learning process and test the hypothesis that PI improves student achievement. Two ninth-grade classes were randomly assigned as treatment and control groups. Pre-test and post-test data were obtained for measuring mathematics achievement in trigonometry. Data were analyzed using analysis of covariance procedures with an alpha significance level of 0.05. Results indicated no significant effects of peer instruction on achievement. This study implies that more robust studies are needed to reveal the real effect of PI.
Peer instruction teaching method has become an efficient learning strategy at all education grades. Peer teaching method developed by Eric Mazur can be defined as a technique in which participants actively participate in the education process by discussing in a peer group and helping each other in the group during the lesson. The aim of the present research was to investigate the effect of discussion in peer instruction techniques during the lecture. The application was carried out five weeks with 30 students in the first-course education mathematics students in an introduction to mathematical analysis lesson at Suleyman Demirel University in Kazakhstan. Concept test questions were asked to students during the lecture. We analyzed the answers of 32 multiple-choice conceptual different questions. We measured the data by using a t-test (p=.000). The results showed the discussion has a significant influence on the change of students’ responses from inaccurate to accurate answers as previous studies.Keywords: Peer instruction, active learning method, discussion.
The aim of this research was to investigate the effect of project-based learning (PBL) on second-course education mathematics students’ achievement. The study was carried out 5 weeks with 37 students in a principle of geometry course at SuleymanDemirel University in Kazakhstan.The final results were obtained to measure students’ academic achievement as pre-test and post-test were obtained.Data were analyzed using a t-test. The results of the achievement test indicated PBL has a significant positive effect on students’ achievement in the principle of geometry course.
Project-based learning – one of the most effective methods of teaching students in our country and around the world. Today’s society needs self-reliant, well-prepared high school graduates who can work independently. This method directs the students to learn through planning and independent performance of more complex tasks. Today, it is important to prepare children for a big life, encouraging them to see the fruits of their labor. According to Kyle Chard, with the successful implementation of project-based learning, students become more motivated and actively involved in life. The study was aimed to assess the project – based learning (PBL) activities’ effects on student achievement. Two ninth-grade classes were randomly selected for experimental and control groups. Pre-test and post-test data were collected for measure of mathematics achievement. Data was analyzed using t-test. The results indicated a significant impact of peer instruction on achievement and an improvement in mathematic.
The world is changing so fast, and therefore education needs to adapt to the challenges of times. In order to update the content of school education in the Republic of Kazakhstan modern trends are going to be used. These trends contain pedagogical methods that can be used to preserve and even increase internal motivation, as active learning. Active learning method is an treatment where students participate or interact with the learning process, as opposed to passively taking in the information.The goal of this study is to identify the impact of active learning method on 10th grade students’ attitude towards mathematics of the students the second semester of the school year 2019-2020. More specifically, it attempted to determine and compare the attitude toward mathematics of students’ exposure to active learning and traditional teaching strategy. The Likert scale used to evaluate the attitude of students toward mathematics. Mean, Cronbach value, T-test were the statistical tools used in anatomizing and interpreting the research data. The discovering showed that the students in the active learning group had auspicious attitude than students in the conventional teaching group. According to the findings after research, we saw the direct relation between attitude and active learning. It is concluded that the students’ attitude toward mathematics was better by using active learning strategy. It is recommended that mathematics teacher should use active learning strategy in order to improve the attitude toward mathematics of the students.Keywords: attitude, mathematics, active learning
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