Students attitude towards calculus subject: Bumiputera case-study

Awang, Noorehan; Ilias, Mohd Rijal; Hussain, Wan; Mokhtar, Siti Fairus

doi:10.1063/1.4801151

Cited by 2 publications

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“…This implies that learners' negative attitude toward calculus is directly related to their poor performance of calculus and vice-versa. This agree with the findings in (Atanasova-Pachemska et al, 2015;Awang & Hamid, 2015;Awang, Ilias, Che Hussain, & Mokhtar, 2013;Eyyam & Yaratan, 2014;Lin, Tseng, & Chiang, 2016). Atanasova-Pachemska et al (2015) stated that the less positive attitude learners towards the learning of mathematics have the less likely they achieve better and vice-versa.…”

Section: Discussionsupporting

confidence: 93%

Stimulating Content Knowledge Learning of Intermediate Calculus through Active Technology-Based Learning Strategy

Yimer

2020

EURASIA J Math Sci Tech Ed

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The purpose of the study was to explore whether learners' conceptual knowledge (CK) or procedural knowledge (PK) understanding of calculus using the stimulus of active technologybased learning strategy better influence their content knowledge (COK) development. The quantitative methods were used in a quasi-experimental design. CK, PK and COK achievement scores were sources used for data collected from 150 samples. Data analysis employed descriptive statistics conducting an independent samples t-test and a Two-Way ANOVA for repeated measures. The findings reveal that the use of the active learning interventions that heavily borrows and utilizes technology substantially stimulated experimental group (EG) to immensely raise their CK attainment as compared to PK development. The COK understanding was also significantly enhanced as a result of EG learners outperformed on CK. Consequently, the researcher suggests professional development for educators empowering them with such knowledge and skills involved in the active jigsaw cooperative method and GeoGebra learning strategy (JCLGS) that will influence classroom practices. This influence will then translate to learners' interests and positive attitudes towards calculus.

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Section: Discussionsupporting

confidence: 93%

Stimulating Content Knowledge Learning of Intermediate Calculus through Active Technology-Based Learning Strategy

Yimer

2020

EURASIA J Math Sci Tech Ed

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“…Despite that, the cut-off point for factor N), enjoyment of mathematics lessons (E) and learners' attitude towards calculus and GeoGebra. These findings were quite similar to (Awang, Ilias, Che Hussain, & Mokhtar 2013). There have been twenty-eight variables with their corresponding factor loadings.…”

Section: Construct Validity Of Learners' Attitude Towards Calculus Ansupporting

confidence: 78%

Learners’ Conceptual Knowledge Development and Attitudinal Change towards Calculus Using Jigsaw Co-operative Learning Strategy Integrated with GeoGebra

Yimer

Feza

2019

INT ELECT J MATH ED

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This study examined the influence of the jigsaw cooperative learning strategy integrated with GeoGebra (JCLGS), on Ethiopian undergraduate statistics and chemistry learners' conceptual knowledge development and attitudinal change towards calculus. The post-positivism quantitative methods approach employed in a non-equivalent pre-and post-test comparison group quasi-experimental design. The samples had drawn using two-stage random sampling techniques. The sample size was 150 in both the experimental and comparison groups. Data were collected by using the calculus classroom achievement test and the five points Likert-scale attitude questionnaire. Data were analyzed using descriptive analysis, an independent-samples t-test and Two-Way ANOVA for repeated measures using SPSS 23.0. The results showed a statistically significant difference between the two groups of pre-post test scores on the Two-Way ANOVA, F(1,148)=106.913; 2 = .419; p<.01. The finding also implies that the blended learning strategy grounded in Vygotsky's social constructivism cognitive development learning theory had big practical significance on learners' conceptual knowledge development. Learners viewed the JCLGS as enjoyable and interesting. It was also a socially interactive and collaborative environment that allows learners' to be reflective, share prior experience and knowledge and independent learners. It encourages them to have a positive attitude towards calculus and GeoGebra. Because of this finding, mathematics and science educators are advised to model a similar blended learning strategy in a classroom instructional setting. It will benefit their learners to adequately construct conceptual knowledge and positively change their attitude towards mathematics.

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Students attitude towards calculus subject: Bumiputera case-study

Cited by 2 publications

References 0 publications

Stimulating Content Knowledge Learning of Intermediate Calculus through Active Technology-Based Learning Strategy

Stimulating Content Knowledge Learning of Intermediate Calculus through Active Technology-Based Learning Strategy

Learners’ Conceptual Knowledge Development and Attitudinal Change towards Calculus Using Jigsaw Co-operative Learning Strategy Integrated with GeoGebra

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