Teaching Strategies Used by Mathematics Teachers in the Jordan Public Schools and Their Relationship with Some Variables

Hamzeh, Mohammad

doi:10.12691/education-2-6-1

Cited by 6 publications

(3 citation statements)

References 10 publications

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“…The research instruments in the study were adopted with slight modifications from the questionnaire on pedagogical competence of teachers and students' academic achievement in junior high school in Ashaiman, Kporyi and Arko (2021) and Evaluation of Teachers' Pedagogical Competencies and Academic Performance of Secondary School Students in Rivers State by Asuru and Ikpa (2020). Also adapted in the Development of Indonesian Teacher Competence Questionnaire by Panggabean and Himawan (2016) and Teaching Strategies Used by Mathematics Teachers in the Jordan Public Schools and Their Relationship with Some Variables by Hamzeh (2014) for the independent variable in addition to Online Student Engagement questionnaire by Dixson (2015) for the dependent variable.…”

Section: Methodsmentioning

confidence: 99%

Pedagogical Competence of Teachers and Online Engagement of Junior High School Students in the New Normal

Mamacos,

Rellon

2023

indonesian.j.of.mathematics.education

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Most students are struggling in this new learning method and their engagement in learning math is deemed to be adversely affected due to limited interactions and accessibility in an online mode of learning, thereby affecting their motivation and achievement. Hence, this study looked into the domain of pedagogical competence of teachers that significantly influence students’ online engagement in the new normal. This study utilized non-experimental quantitative research design employing a descriptive-correlation technique to 100 junior high school students of the research locale identified through random sampling method. The research instrument of this study used two sets of questionnaires in accordance with its declared variables. Results of the data were analyzed using Mean, Standard Deviation, Pearson r correlation, and Linear Regression analysis. Descriptive results of the study revealed that teachers’ pedagogical competence and online engagement of the respondents both obtained a high descriptive level. Furthermore, inferential results of the study suggested there is no significant relationship between teachers’ pedagogical competence and online engagement of junior high school students in mathematics. Given these results, it is highly encouraged that the school must have constant teachers’ professional development programs that can strengthen the abovementioned significant pedagogical competence domains affecting the students’ learning engagement.

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Section: Methodsmentioning

confidence: 99%

Pedagogical Competence of Teachers and Online Engagement of Junior High School Students in the New Normal

Mamacos,

Rellon

2023

indonesian.j.of.mathematics.education

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“…Data for this study came from primary and secondary sources. The first was a survey in four instruments namely; motivation (Kusurkar et al, 2011) which focus on the perception level of intrinsic and extrinsic motivation, attitude towards mathematics (Orhun, 2007), learning style (Gilakjani, 2012), and teaching strategies (Hamzeh, 2014). The second part was Mathematics Performance which is the Grade Point Average (GPA) of the respondents.…”

Section: Methodsmentioning

confidence: 99%

A Path Model to Infer Mathematics Performance: The Interrelated Impact of Motivation, Attitude, Learning Style and Teaching Strategies Variables

Pizon

Ytoc

2022

EAJMR

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The present study aims at exploring predictors influencing mathematics performance. In particular, the study focuses in four subject’s components such as motivation, attitude towards mathematics, learning style, and teaching strategies. A sample of 240 students from Agusan del Sur State College of Agriculture and Technology (ASSCAT) were involved in the study. Path analysis was used to test the direct and indirect relations between the predictors and mathematics performance. Based on the result, the calculation of reproduced correlation through path decompositions and subsequent comparison to the empirical correlation indicated that the path model fits the empirical data. Results also revealed that a large proportion of mathematics performance can be directly predicted from attitude towards mathematics, learning style, and teaching strategies. Moreover, attitude towards mathematics, learning style, and teaching strategies influence mathematics performance in direct and indirect ways.

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“…They are slow learners, who are neither mentally retarded nor learning disabled (Kaznowski, 2004). Educationists label the child slow learner if the child has learning difficulties which may be the result of widespread institutional phenomenon (Graham & Slee, 2008). They have the innate capacity to learn but they need individual attention from their teachers to achieve up to the mark of normal students in the class.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Academic Intervention on Learning of Environmental Science among Slow Learners

Kumari¹,

Kataria²

2022

APJEE

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The present study was conducted to find out the impact of teaching with intervention module on learning of the subject Environmental Science among slow learners, studying in the third class of Government Upper Primary Schools of Jaipur, Rajasthan. Out of total 53 slow learners identified from three schools of Jaipur, Rajasthan, slow learners of two schools were taught with intervention module in two different classroom settings: Remedial classes and Inclusive classrooms. The slow learners of the third school were taught with conventional methods by their subject teacher. The result showed significant improvement in the post-test score of slow learners in Environmental Science after being taught with an intervention module in both remedial classes and inclusive classroom settings. However, slow learners taught in inclusive classrooms scored higher in posttest as compared to those taught in remedial classes. No significant difference was found in the post-test score of normal students taught in remedial and inclusive classroom settings. Dealing with slow learners in the classroom is a universal matter of concern for all educators across the world so, the encouraging findings of this study can be an example for them. A simple change in the curriculum, pedagogy and classroom sitting arrangement that is pairing normal students with slow learners (peer tutoring) in regular classroom can bring a remarkable change in the achievement of not only slow learners but also of normal students. Besides this, there is a need for specific strategies and policies for making these students perform on par with normal students, such as allocation of more budget for training the workforce and establishing science and technology resource centers. The findings and limitations of the study suggest several possibilities for future empirical research in other subject at primary, secondary and higher level of education.

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Teaching Strategies Used by Mathematics Teachers in the Jordan Public Schools and Their Relationship with Some Variables

Cited by 6 publications

References 10 publications

Pedagogical Competence of Teachers and Online Engagement of Junior High School Students in the New Normal

Pedagogical Competence of Teachers and Online Engagement of Junior High School Students in the New Normal

A Path Model to Infer Mathematics Performance: The Interrelated Impact of Motivation, Attitude, Learning Style and Teaching Strategies Variables

Effectiveness of Academic Intervention on Learning of Environmental Science among Slow Learners

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