Effectiveness of Learning Logs in the Students’ Mastery of Mathematical Concepts (original) (raw)
Related papers
Improving senior high school student academic achievement and attitude towards logarithmic function
Faculty of Natural and Applied Sciences Journal of Mathematics and Science Education, 2023
This study sought to examine whether the use of an integrated approach reinforces senior high school students' conceptual understanding and procedural knowledge in logarithmic function with the view to improving their academic achievement. A multistage sampling procedure was used to select 107 students to participate in the study. The study followed a quasi-experimental design in which both quantitative and qualitative methods were used. Achievement tests and structured interview schedules were used to collect data from the 107 students. The data obtained were analysed using means, standard deviations, percentages, independent-sample t-tests, and themes. The results from the study found that students find it difficult to apply rules and properties of logarithms. However, the use of an integrated approach helped make the learning of these rules and properties simpler and less difficult for students. It is, therefore, recommended that mathematics educators and researchers adopt the use of an integrated approach to large-scale research to its positive effect. We further advocate for use of designbased research.
The learning of logarithmic functions by 12th-grade students based on modeling tasks
The relevance that the application of what is learned in Mathematics to everyday situations has in student learning has led us to develop an experiment on teaching the logarithmic function using modelling tasks. Based on this experiment, we intend to characterize the activities of 12th-grade students in the performance of modelling tasks concerning topics of logarithmic functions and identify the difficulties they may present while solving these tasks using a graphing calculator. When adopting a qualitative and interpretative approach, data were collected through students’ written records while solving the proposed tasks using the graphing calculator. The results indicate that the students show that the modelling tasks promoted group work and their interest and participation in class. During the exploration of the tasks, students performed activities that result from the accomplishment of modelling phases such as understanding the statement of the task, organizing and analyzing data, building and validating the model that best fits the data, and exploring the model, either in the introduction of the logarithmic function and its derivative or in the consolidation of the acquired knowledge. In such activities, some students presented difficulties regarding the properties and characteristics of the logarithmic function and its graphic and symbolic representation. The phases of the modelling cycle also made it difficult for students to use the graphing calculator, namely in performing statistical regressions and setting the visualization window.
Factors Affecting Students' Performance in Mathematics at Parañaque National High School-Baclaran
The group 2 of grade XI section A is the one who conducted the research about “Factors Affecting Students’ Performance in Mathematics at Parañaque National High School - Baclaran.” Most of the students found difficulty in understanding the Mathematics lesson and in tackling Mathematics. Why do students’ struggles in Mathematics, because as a researcher or being as students, the researchers also experience the struggles in Mathematics. When students don't understand the lesson, students ask question to their classmates rather than consulting to their teachers. Students feel also confused with many different formulas. Sometimes students do not know what is the best formula that they are going to apply in the problems, that's why students have lower grades or have low achievement in Mathematics? These, are one of the evidences that the researchers have observed that’s how they came up with the thought that most of the students are struggling in Mathematics. Our ultimate goal in this study is, for the students to gain an understanding of this concept can greatly perceives the world around them. Therefore, new enlightenment may come about with this understanding. In this approach problems are a means by which students learn new mathematical concepts and synthesize mathematical knowledge.
2023
This research aims to determine the factors that cause students' difficulties in understanding the concept of logarithms using the factor analysis method. The samples taken were 120 class X students of SMA N 2 Percontohan Karang Baru Aceh Tamiang. Data was obtained using diagnostic test instruments for logarithmic material based on aspects of logarithms as objects, as processes, as functions, and in contextual problems. From these four aspects, Author 2 was able to identify 20 variables that caused students difficulty in understanding the concept of logarithms. The research results show that there are three factors that cause students' difficulties in understanding the concept of logarithms. These factors are: (a) logarithmic expressions (b) logarithmic functions, and (c) logarithmic calculations. The logarithmic expression factor is the dominant factor which has an eigenvalue of 10.282 which is able to explain a variance value of 54.115%.
Empirical Study of Factors Affecting the Students' Mathematics Learning Achievement
International Journal of Instruction, 2022
This study aims to discuss factors affecting learning achievements in mathematics in Indonesia, including direct and indirect influences, such as students' perception of teacher competence, learning anxiety, problem-solving ability, learning motivation, and mathematical connection ability. Quantitative approach and correlational method were used with a sample comprising 171 class XI students of Senior High School in Purworejo Regency, Central Java. The stratified cluster random sampling technique was used to determine the sample composition based on the National Examination scores for the 2018/2019 academic year. The results showed that four variables, except anxiety, significantly influence learning achievement. Furthermore, mathematical connection ability had the greatest direct impact on learning success at 0.38. Other indirect factors, such as influence through learning motivation and problem-solving ability, were at 0.140 and 0.133, respectively. These results are in line with previous studies which stated that mathematical connection ability is an important aspect in achieving student learning achievement. The ability to connect various materials studied with topics inside and outside mathematics has helped students understand the material to improve learning achievement. Furthermore, teachers can use these results as references in learning management by paying attention to various aspects, especially mathematical connection ability.
Learning mathematics through activities could be considered as the main building stone in the learning process, since the students are expected to be mentally and physically active and engage in the learning process through learning activities. Therefore, it was considered important to develop adequate activities and implement them in the classroom environment in the learning-instruction processes (Özgen & Alkan, 2014). Thus, the present study aimed to investigate the impact of the activities developed to reinforce the learned concepts on mathematics achievement of the students and permanence of the learned knowledge. The quantitative pretest posttest quasi-experimental design with study-control groups was used in the study. The study sample included 40 students (20 in the study and 20 in control groups) attending eighth grade in a public middle school located in Bağlar district in Diyarbakır province, Turkey during the 2018-2019 academic year. In the mathematics course, an activity named “Crossing the Street,” developed by Bell (1993) was implemented within the regular curriculum. The objective of this activity is to reinforce the student knowledge on multiplication and division of decimal numbers and integers. The activity could be conducted individually or with two teams. In the activity, each player selects two of the seven numbers presented in the main comb. Then the student would either multiply or divide these two numbers using a calculator. If the result is present in one of the combs, the student would put her or his cards on that comb. Thus, the first player or team to cross to the other side through linked combs would win the game. In the control group, only the program specified in the curriculum was implemented. The study data was collected using an achievement test developed by the authors. The data were analyzed with SPSS (Statistical Package for Social Sciences) 24.0 software and the reliability coefficient of the test was determined as (Kuder-Richardson-20) 0.795. In data analysis, descriptive statistics, dependent and independent t-tests were utilized. The study findings demonstrated that the activities developed to reinforce the learned concepts improved the mathematics achievement of the students and concurrently, allowed the students to retain their knowledge. Furthermore, it was observed that these activities did not lead to a significant difference between the mathematical achievements of the students based on the gender variable, however a significant difference was determined in permanence of the knowledge favoring the female students.
Effectiveness of Classroom Practices to Achievement in Mathematics
Journal of Education and Practice, 2014
The study examined the effect of problem solving strategy on Secondary school students' achievement in Circle Geometry in Emuhaya district of Vihiga county, Kenya. Two research objectives were used in the study to make the investigation. These were: (i) To establish the classroom practices and activities commonly employed by mathematics teachers, and (ii) To determine students' coping mechanisms in the learning of mathematics using conventional approaches. This study was based on the Constructivist learning theory which originates from works of cognitive scientists like Jean Piaget and John Dewey. Constructivist teaching is based on the belief that learning occurs as learners are actively involved in a process of meaning and knowledge construction as opposed to passively receiving information. According to this theory, learners are the makers of knowledge and meaning. The study was a true experimental research design based on Solomon Four-Fold design. The purpose of the study was to investigate the effect of using problem solving method on secondary school students' achievement in mathematics. Since the poor performance in mathematics is as a result of the decimal performance in the key topics, this study used circle geometry to establish any effect of the method. Two mathematics teachers with equal qualifications, teaching experience and considerably equal teaching potential were selected and trained to teach the two groups. Same lesson plans and worksheets were developed and used along with the direct teaching strategies for both groups. The control group was kept under a control condition by providing traditional competitive situation in class while the experimental group was provided with the Problem solving method as a treatment. The academic achievements of the control and experimental groups were examined through a post-test. In the experimental groups, one group was pretested, treated then post-tested while the other one was only treated then post-tested. In the control groups, one group was pretested then post-tested while the other one was only post-tested. Several implications of the findings are highlighted in the study as reported in this paper. The findings showed that most students who were ill-equipped mathematically tended to look for the teacher at the slightest level of difficulty and challenge in mathematical problems. They showed over-reliance on others rather than persist in looking for alternative methods of solving the same question. They were somewhat reluctant to attempt to solve the problem if the method was not perfectly obvious or if the problem was one that was unfamiliar. The researcher recommends that teachers should inculcate problem solving skills in their students to help them cope well with the ever changing and demanding needs and be better problem solvers in mathematics.
Psychology and Education: A Multidisciplinary Journal, 2024
During the twentieth century, the meaning of successful Mathematics learning underwent several shifts in response to changes in both society and schooling. For roughly the first half of the century, success in learning the mathematics of pre-kindergarten to eighth grade usually meant facility in using the computational procedures of arithmetic, with many educators emphasizing the need for skilled performance and others emphasizing the need for students to learn procedures with understanding. To this end, the researchers is conducting a study to identify academic predictors of learning proficiency across strands of mathematics of grade 8 students of a public secondary school in Marikina City, the Marikina High School. The study is descriptive in nature and makes use of 6 groups of subjects: they were composed of 42 Grade 8 of Marikina High School, a secondary public school in the Schools Division of Marikina City, Metro Manila. From the research findings, it can be concluded that the majority of the respondents got a high rating in Algebra and Geometry, most of the student respondents fell above the passing rate of the subject Mathematics, and most of the student respondents accumulated a high score rating in Statistics and Probability. The null hypothesis is rejected; therefore, there is a significant difference between students' proficiency levels in Mathematics along with Algebra and Geometry. In academic characteristics related to the proficiency level of the students along study strategy in terms of Rehearsal, analyzing its contents again and again in studying math materials is strongly agreed by the student-respondents; Organization, reading through the class notes textbook and finding out the most important parts is strongly agreed; Self-regulation, listing down related formula first is strongly agreed; Study Environment, making it a hobby to study Math at a fixed time is agreed; Attitude towards Mathematics, student-respondents treat Mathematics difficult but an interesting subject. There is no significant difference in the Academic Characteristics of the respondents except in terms of Attitude towards Mathematics and Time and Study Environment, which have a strong positive/negative difference in the academic characteristics of the respondents. Moreover, a significant relationship exists between academic characteristics and students' proficiency levels.
International Journal of Education and Social …, 2012
Mathematics is a major subject at school level. Reports provide evidence that students" interest in mathematics is low as compared to other subjects. One of the reasons for this low interest is algebra. Although arithmetic and algebra are similar in some forms but students feel problems while dealing with algebra. Students of grade six become confused while they see letters instead of numbers although letters are the alternate form of numbers. The letters in algebra which are variables having more than one value in a question of algebra. One algebraic expression has different values for different numbers. Arithmetic and algebra are the two faces of same concept. At the beginning of grade six students have no idea of algebra. Student of level six of a model college of Islamabad were selected as sample. Researcher took the responsibility of teaching mathematics to the sample students. The aim of the present study was to find the connection between the arithmetic and algebra.
2020
This study aims to improve the learning outcomes of mathematics through the Discovery Learning model. The 32 students of the fifth grade Papandayan State Elementary School became the subjects under study. The result showed that the learning implementation score in the first cycle was 72.2 and in the second cycle is 85.4. There are behavioral changes in students’ discipline, cooperation, confidence and enthusiasm in the first cycle with the acquisition of scores was 69.4, and in the second cycle increases to 81.13; meanwhile the average scores of students learning outcomes in the first cycle was 67.54 with the learning completion of 59.37%, and an average value in the second cycle is 80.86 with the learning completion 87.5%. The results of all aspects have increased: the implementation of learning increases to 13.2%, changes in student behavior with 11.73%, and completeness of mathematics learning outcomes increases to 28.13%. It can be concluded that the application of the Discovery...