Examining the students and teachers perception about factors contributing to the decline in performance in mathematics in (SHS) in Manyakrobo District (Upper (original) (raw)
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Asian Research Journal of Mathematics
The purpose of this study was to determine the factors that contributed to pupils' poor mathematics performance at Asesewa Senior High School in Ghana. The researchers therefore seek to investigate the extent to which learning resources availability and learning activities inhibit the performance of students of that district in mathematics. Because the purpose of the study was to acquire information from respondents on their experiences, perceptions, and opinions about students' low performance in mathematics at Asesewa Senior High School, the researchers utilized a descriptive survey approach. The researchers used a descriptive survey approach because the goal of the study was to gather information from respondents on their experiences, views, and opinions about pupils' low math performance at Asesewa Senior High School. As the only school in the Manyakrobo District, it was prudent for the researchers to use it for study. The total number of participants in the study wa...
One of the important factors in realizing educational objectives in mathematics as a subject is the role of the teachers` motivation within the educational set up. The negative performance of student towards an educational aims and objectives could be associated to the low motivation of teachers most especially in the area of mathematics. The general objective of this study is to examine the effect of teachers` motivation on students` performance in mathematics. This study adopted both descriptive research design, the research design in this study used an ex post factor research design. The study population comprised of the teachers in four different government schools in Makurdi local government area Makurdi. The study used a self-administered questionnaire to collect data from 100 teachers who were selected by the use of simple random sampling while the four schools were selected through purposive sampling. The study results revealed that majority of the teachers (61.0%) under study are not satisfied with their condition of service. Three quarter of teachers (75.0%) under study are not satisfied with the fringe benefits attached to their salaries while majority of the respondents (66.0%) are not satisfied with the condition of service of teachers. It was observed that the condition of service of teachers, teachers` Fringe benefit payment, and teachers` promotion of in-service training have a direct influence on the student`s performance in mathematics.
Motivation and Mathematics Performance of Secondary School Students in Katsina Metropolis
UMYU Journal of Educational Research, 2019
The study investigated the relationship between motivation and mathematics performance of secondary school students in Katsina metropolis. Correlational research design was adopted and questionnaire that was validated by experts in psychology was used as instrument for data collection. O.76reliability coefficientwas established for the instrument. The population of the study stands at 9554 students, out of which 345 students were used as research sample, which was arrived at using simple random sampling technique. The analyses of data collected was doneusing Pearson Product Moment Correlation (PPMC). Findings among others shows that: there is no significant relationship between intrinsic motivation and academic performance in mathematics among senior secondary schools students in Katsina metropolis, and that there is 110 significant relationship between extrinsic motivation and academic performance among senior secondary school students in mathematics. It was recommended that mathematics teachers oshould give more emphasis to skills so as to motivate students who perform well Oilskills and perform poor ill class and that government should provide more budgetary allocation to ministry of education so as to pay teachers extra salaries to fund meaningful education program to stimulate quality teaching and learning in schools.
Psychology and Education: A Multidisciplinary Journal, 2024
This study determined that the mathematics performance of the Grade 6 Maguindanaon learner was influenced by motivational factors. It adopted a descriptive-correlation research design with 15 learners and 15 parent participants. The study shared that Grade 6 Maguindanaon learners' academic performance was generally Fair. Pearson R showed that the teacher factor affects academic performance. Parent and Peer factors do not affect their academic performance. Results also showed that the attitude of learners significantly affects their academic performance, but study habits do not. The mean score and standard deviation of each factor are used to assess them and try to understand their motivation level. Among the factors related to teacher behavior, these may prove to be significant. These factors include teachers' demonstration of well-organized lessons and mastery during the presentation (mean=4.46, Std. Dev.=0.51); also, when they show enthusiasm or interest in their subject matter (mean=4.67, Std Dev.= 0.51) plus adjusting instruction method so that it matches the pupils' learning activities (mean = 4.66, Std. Deviation = 0.48).
Journal of Education and Learning Mathematics Research (JELMaR)
This study aims to determine the effect of learning motivation on mathematics learning achievement of class VIII students of SMP Negeri 5 Tarakan, the effect of gender on mathematics learning achievement of class VIII students of SMP Negeri 5 Tarakan, and the effect of interaction between learning motivation and gender on mathematics learning achievement. VIII grade students of SMP Negeri 5 Tarakan. The type of research used is quantitative with a causal associative approach. The population in this study were all eighth grade students of SMP Negeri 5 Tarakan. Sampling was carried out using Proportionate Stratified Random Sampling. The sample in this study amounted to 163 students, including 88 male students and 75 female students. Data was collected using a questionnaire and score documentation. Data analysis technique used descriptive analysis and inferential analysis which was processed with the help of SPSS 24 application. Descriptive analysis used mode, while inferential analysi...
2021
This study aims to determine differences in mathematics learning outcomes of students in terms of level of motivation learning styles of students and How students ' mathematics learning Outcomes in terms of level of motivation and learning styles of students. This research experiments. The research Data consists of the initial test and final test about the material that has been delivered using the approach of learning motivation and learning styles with the dependent variable is learning outcomes. In this study, the researchers obtained data from the results of pre-test and post-test conducted in the experimental class(the class that viewed from learning motivation) and class control(class in terms of learning styles). Based on the above analysis, it has been proven that there are significant differences between the learning outcomes in terms of learning motivation and learning styles in enhancing student learning outcomes in Mathematics learning in the SMK Kesehatan Imelda Rit...
International Journal of Psychological Studies, 2010
This article highlights some of the major research findings regarding the extrinsic motivational factors in learning mathematic among Students in Secondary School in Negeri Sembilan. This study is aimed to find the differences between extrinsic motivational factors which include teacher, peer-group, family, environment, and language according to gender and to find the relationship between this extrinsic motivation factor with the academic performances in mathematic. A total of 203 form four students from all three students in secondary schools in Negeri Sembilan were chosen to participate in this study by using random sampling method. The extrinsic motivational factors in learning mathematic were measured using a self-designed questionnaire that includes seven motivational factors. The reliability coefficient of Alpha Cronbach of this study was 0.82 and this questionnaire was validated by expert in psychology in university Technology Malaysia. Pearson Correlation was used to test the relationships between extrinsic motivational factors and academic performances in mathematic and t-test was used to test the differences. Results of the study shows all five extrinsic motivational factors have significant relationship with academic achievement of mathematic. Teachers emerged the strongest relationship among the other motivational factors and the relationship is significant in this study. While t-test result shows that all extrinsic motivation factors do not have significant differences with gender with p>0.05.
2003
There are many factors affect mathematics teaching and learning. Teachers' beliefs, perceptions, attitudes and many other factors play important roles for mathematics teaching and learning. Research indicates that teachers' behaviors directly affect pupils' behavior. This suggests that if teachers have positive views on mathematics, children in their classes might have positive attitudes towards mathematics. So, what teachers do in the classrooms is very important. Therefore student teachers' training is also very important. This study aimed to take student teachers' view on mathematics teaching and learning. For this aim student teachers were asked about the role of motivation, in particular. Interview as qualitative research technique was used and student teachers who were in their last year of teacher training program were interviewed in this study. Limited sample of student teachers were interviewed for gathering detailed data. Only findings belong interviews are presented in this study.
The purpose of this study was to identify role of teachers to imparting preferred learning styles and strategies of secondary school students and to examine the prevailing problems that restrict them to motivate towards the subject mathematics. The study was intended to highlight a number of issues that need to be revealed and addressed in the learning of mathematics. The types of preferred learning styles and strategies students need to employ in learning mathematics, the assistance students require from their teachers, the conduciveness of the design of mathematics curriculum and the challenges they might face to use their own preferred learning styles and strategies in the learning of mathematics were addressed as basic research questions. The study dealt with various elements that were related to environmental, emotional, sociological, physiological and psychological categories of learning in the identification of the types of learning styles and strategies. This study is believed to contribute a lot in addressing the problems of learning styles and strategies, provide feedback to the concerned government bodies to help them improve the teaching learning processes in secondary schools. It is also to reduce the bias or prejudice on mathematics by assisting students to use their own preferred learning styles and strategies, and contribute to further investigations to make the learning of mathematics more enjoyable, participatory and lifelong career. This study was conducted in nine secondary schools in Kohima town of Kohima District, Nagaland State of India. A qualitative method that was descriptive in nature was employed in the study while the instruments of the study were questionnaires and an interview. The sample comprised of 72(36 male and 36 female) secondary school students and 20 secondary school mathematics teachers selected randomly.
This study investigated the factors that influence the academic achievement of students in mathematics in Kaffa Zone Tello Woreda Oda primary school. The target populations for this study were 318 grades 5-8 students. This population was sampled using stratified sampling techniques and sample size was 160 students. The data was collected using questionnaire and interview from the student and by questionnaire from teachers. The data collected were analyzed using descriptive statistics and multiple linear regression models by using statistical package for social science (SPS-version 20). The finding of this study indicates students' academic achievement of mathematics was significant relation with students' attitude towards mathematics, studying system of mathematics, math-test anxiety and learning resources of mathematics. The significant relation of academic achievement with the predictor variables accounts for 56.8% of the variance. This indicates that the prominent factors for academic achievement of mathematics were students' attitude towards mathematics, studying system of mathematics, math-test anxiety and learning resources of mathematics. The other factors which investigated by a descriptive statistics were parents educational background, parents occupation, and teacher related factors such as teachers attitude towards the subject, teachers methodology and teaching strategies.