Bringing Students Back to Mathematics: Classroom Knowledge and Motivation

Nguyen, Giang-Nguyen

doi:10.5642/jhummath.201602.06

Cited by 2 publications

(3 citation statements)

References 34 publications

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“…This theory underscores the notion that people attain self-understanding through the integration of novel experiences and interpersonal connections, a process facilitated by the fulfillment of their needs, desires, and interests. A distinct facet of the Self-Determination theory is its differentiation between intrinsic and extrinsic motivations, as delineated by Nguyen and Goodin (2016). Intrinsic motivation stems from personal gratification derived from engaging with a subject, such as a student finding contentment in solving mathematical problems.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Understanding Insights of Math Repeaters in a State University: A Qualitative Case Analysis

2023

IJFMR

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While the practical usefulness of Mathematics is undeniable, it unfortunately stands as one of the least appreciated disciplines. Even within educational settings, a significant number of students harbor an aversion towards this subject. This sentiment was vividly highlighted in the 2018 Programme for International Student Assessment (PISA), where the mathematical proficiency of Filipino learners fell below the average score of 79 when compared to their counterparts from 79 participating countries in the Organization for Economic Co-operation and Development (OECD). Grounded in the Attention-Relevance-Confidence-Satisfaction (ARCS) model and the Self-determination theory, this qualitative case study aimed to understand the insights of math repeaters within a state university in the province of Leyte, Philippines. Data were obtained through in-depth interviews, observation, and focus group discussion of 6 purposively selected students from one department in a state university. Using thematic analysis, two themes emerged namely the different challenges faced by math repeaters and their educational journey and support. The identified challenges encompassed a spectrum of issues, ranging from personal conflicts to academic struggles, along with difficulties in time management, test-taking situations, and struggling with specific mathematical concepts. Furthermore, the study emphasized the significance of an engaging educational environment, effective pedagogical strategies, and the tenacity of personal commitment in attaining academic accomplishments. Guided by these findings, the study advocates for a proactive stance within educational institutions, urging a concerted effort to bolster the support mechanisms available to math repeaters. By cultivating an environment that embraces their challenges and facilitates holistic learning experiences, educational institutions can catalyze the transformation of math repeaters into resilient learners capable of remarkable academic accomplishments.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Understanding Insights of Math Repeaters in a State University: A Qualitative Case Analysis

2023

IJFMR

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“…However, motivation arises as a result of drive towards a goal. The drive decreases once the goal has been achieved (Ng, 2018;Nguyen & Goodin, 2016;Taiwo, 2011).…”

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confidence: 99%

“…Students generally want to be involved in contributing to their teaching-learning procedure and learning outcomes, and would not want to lose control over such. Selfdetermination is directly related to, and effectively enhances intrinsic motivation (Glynn & Koballa, 2005;Glynn & Koballa, 2006;Nguyen & Goodin, 2016). Selfefficacy refers to the students' self-confidence about their ability to achieve high performance in a subject.…”

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confidence: 99%

Motivation to Learning Mathematics and Gender as Correlates of Senior Secondary School Students’ Performance in Mathematics

Awofala

Lawani

Adeyemi

2020

Journal of Educational Sciences.

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This study investigated senior secondary school students’ motivation to learning mathematics and gender as correlates of performance in mathematics. The sample consisted of 315 students from two government senior secondary schools in Lagos State, Nigeria using the quantitative research method within the blueprint of the descriptive survey research design. Data collected were analysed using percentages, means, standard deviation, independent samples t-test, Pearson Product Moment Correlation Coefficient (PPMCC) and standard and stepwise multiple linear regression analysis. Findings from the study revealed that there was a very high level of motivation to learn mathematics among senior secondary schools’ students in Nigeria. There was a significant influence of gender on students’ performance in mathematics but not on motivation to learn mathematics. It was also revealed that self-efficacy, gender and intrinsic motivation were the major significant predictors of performance in mathematics among the sample studied. Based on these findings, future studies in Nigeria should attempt to investigate the psychometric properties of the motivation to learn mathematics scale.

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Bringing Students Back to Mathematics: Classroom Knowledge and Motivation

Cited by 2 publications

References 34 publications

Understanding Insights of Math Repeaters in a State University: A Qualitative Case Analysis

Understanding Insights of Math Repeaters in a State University: A Qualitative Case Analysis

Motivation to Learning Mathematics and Gender as Correlates of Senior Secondary School Students’ Performance in Mathematics

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