Mathematics learning strategies of high school students in Nepal

Abstract

The objective of this research paper is to discuss the high school students' strategies used in mathematics learning with a mixed-method consisting of a sequential explanatory design integrated with class observations, interviews, and questionnaire of Motivated Strategies for Learning Questionnaire (MSLQ) with sample of 1394 students of grade nine were involved from 24 selected schools (public and private) from urban and rural areas. The analysis of data revealed nine types of learning strategies used by the learners that out of the 1394 students, about 25 percent of students used peer learning strategy in their study. Besides this, other methods such as elaboration, help-seeking, effort management, rehearsal were used by 21%, 14%, 11%, and 11% of students, respectively. Some other strategies were also in use; however, they were preferred by a few students. They include the organization (9%), time and study management (5%), meta-cognition (2%), and critical thinking (2%). Metacognition and critical thinking were the least preferred strategies by Nepalese high school students. Some pedagogical implications of these findings have been discussed at the end.

Factors propelling mathematics learning: insights from a quantitative empirical study

“…Besides the crucial effect of CT on student learning, students mainly focus on other learning strategies. A study from Nepal suggests that CT is the least common learning strategy among students [42]. However, other learning strategies in mathematical education were disclosed as peer learning, organization, and management skills.…”

Profil Gaya Belajar Mahasiswa Prodi Pendidikan Matematika Berdasarkan Model Vark

“…Berdasarkan pengaruh positif gaya belajar terhadap hasil belajar maka banyak pakar membuat sistem dalam mengidentifikasi gaya belajar (Seyal & Rahman, 2015) (Prasetyo & Iqbal, 2016); (Zhang et al, 2020) sehingga dapat memprediksi gaya belajar yang tidak pasti (Deborah et al, 2015). Strategi belajar mahasiswa telah dieksplorasi berdasarkan konteks, kreativitas (Marković & Jovanović, 2012) teori belajar, studi empiris dan aspek pedagogis yang berinteraksi satu sama lain (Khanal et al, 2021). Strategi belajar ini nanti akan diterapkan mahasiswa yang akan menjadi kebiasaan dalam belajar dan akhirnya menjadi gaya belajar.…”

High School Students’ Mathematics Anxiety: Discouragement, Abuse, Fear, and Dilemma Induced through Adults’ Verbal Behaviour

“…Therefore, this study is worthwhile. Despite some studies on students' images of mathematics (Lamichhane & Belbase, 2017), students' learning styles in mathematics (Khanal et al, 2021), and social justice issues in mathematics teaching and learning in Nepal , literature is scarce regarding how such verbal behaviours influence high school students' interest in learning mathematics. The objective of the study was to explore the influence of adults' verbal behaviours on high school students' mathematics anxiety.…”