Comparison of performance due to guided hyperlearning, unguided hyperlearning, and conventional learning in mathematics: an empirical study

Fathurrohman, Maman; Porter, Anne; Worthy, Annette L.

doi:10.1080/0020739x.2013.868541

Cited by 5 publications

(4 citation statements)

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“…With the result showing the low performance of the students in Mathematics, there is a need to go back to the drawing board beginning with curriculum review, teaching strategies and understanding students' psychology towards the subject. In particular, teachers are challenged to infuse new and effective strategies like those that have been proven to provide positive results (Gregory, Gregory & Eddy, 2014;Arhin & Osei, 2013;Choi et al, 2013;Fathurrohman et al, 2013;Walkington et al, 2013;Taclay, 2013;Limjuco, 2012). Moreover, much attention must be given invested into developing a positive attitude towards the subject.…”

Section: Resultsmentioning

confidence: 99%

“…Using drawing activity was also found out to have a positive effect on the performance of students in Mathematics (Arhin & Osei, 2013). The use of guided hyper learning method was also seen effective (Fathurrohman et al, 2013). Walkington, Petrosino & Sherman (2013) also discovered that context personalization has a positive effect to improving academic performance in Mathematics.…”

Section: Introductionmentioning

confidence: 93%

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Attitude, Self-Efficacy and Students’ Academic Performance in Mathematics

Alpacion¹,

Camañan²,

Gregorio³

et al. 2014

ijss

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Mathematics is an interesting but a very challenging subject. Several studies reported different factors which lead to students’ poor performance in this subject. This study aimed to determine the influence of attitude and self-efficacy towards academic performance in Mathematics for Grade 8 students. It employed causal correlational research design. The findings revealed that the level of academic performance of the students was satisfactory. In terms of the level of attitude towards Mathematics subject, it is either positive or negative. As to the students’ self-efficacy, it is neither high nor low. No significant difference was found on the level of attitude and self-efficacy when grouped according to gender. It was also discovered that only attitude towards Mathematics manifested significant influence to academic performance. Students who have shown positive attitude towards the subject tend to perform well. Hence, performance in Mathematics can be improved by developing a positive attitude towards the subject. Parents, teachers and other stakeholders have the responsibility of helping the students in this aspect. Keywords - Mathematics, self-efficacy, attitudes towards Mathematics, correlation study, Philippines

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 93%

Attitude, Self-Efficacy and Students’ Academic Performance in Mathematics

Alpacion¹,

Camañan²,

Gregorio³

et al. 2014

ijss

View full text Add to dashboard Cite

show abstract

“…Hence, students' self-efficacy in mathematics should be given attention in teaching the subject if one is serious in advancing the performance of the student. In particular, teacher educators should endeavour to infuse new and effective strategies like those that have been proven to provide positive results (Gregory, Gregory & Eddy, 2014;Arhin & Osei, 2013;Choi et al, 2013;Fathurrohman et al, 2013;Walkington et al, 2013;Taclay, 2013; Relationship between pre-service teachers' mathematics self-efficacy and their mathematics achievement C. B. Ampofo Limjuco, 2012;Asante, 2012). Since in this study self-efficacy was found to have a strong positive effect towards performance, teacher educators should make sure teacher trainees continue to develop a positive confidence themselves.…”

Section: Implication For Practicementioning

confidence: 99%

Relationship between pre-service teachers’ mathematics self-efficacy and their mathematics achievement

Ampofo

2019

Af. J. Educ. Stud. Math. Sci.

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This study sought to explore the relationship between pre-service teachers’ perceived self-efficacy in teaching mathematics and their achievement in mathematics. It is a descriptive study which involved forty students (47.5% male, 52.5% female) of Kibi College of Education. Data was collected through a Mathematics Self-Efficacy Scale (MSES) questionnaire and a Mathematics Achievement Test (MAT). The findings of the study revealed a strong positive relationship between the pre-service teachers’ self-efficacy in mathematics and their achievement in mathematics. In view of the findings, the study recommends among others that teacher educators should focus on helping to develop pre-service teachers.

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“…Using a drawing activity positive affects students' performance in mathematics (Arhin & Osei, 2013). The guided hyper-learning method was also effective (Fathurrohman et al, 2013). Walkington, Petrosino & Sherman (2013) discovered that context personalisation improves academic performance in mathematics.…”

Section: Introductionmentioning

confidence: 99%