Self-Paced Mathematics Instruction: How Effective Has It Been in Secondary And Postsecondary Schools?

1976 ◽  
Vol 69 (5) ◽  
pp. 352-357
Author(s):  
Harold L. Schoen
Keyword(s):  
Mathematics Achievement ◽  
Secondary School ◽  
Elementary School Students ◽  
Mathematics Teachers ◽  
Mathematics Instruction ◽  
Individualized Instruction ◽  
Teaching Approaches ◽  
School Students ◽  
Post Secondary ◽  
Negative Findings

The May 1972 issue of the Mathematics Teacher contained eight articles dealing with individualizing mathematics instruction. Most of the articles discussed a modular, self-paced approach to individualization. Since that time a substantial amount of research testing the effectiveness of such programs has been reported. This paper is a review of studies comparing self-paced, individualized programs with other teaching approaches at the secondary and post-secondary levels. A recent review of similar studies conducted with elementary school students showed that the results were overwhelmingly against individualized instruction as measured by mathematics achievement, with some ambiguity on attitude and other affective measures (Schoen 1975). Do these negative findings continue into secondary school and beyond? Mathematics teachers at these levels will find the results summarized here very informative, especially if they are considering adopting an individualized program.

scholarly journals Academic Achievement Test in English and Mathematics of Secondary School Students in relation to Gender Differences

2015 ◽  
Vol 2 (3) ◽  
Author(s):  
Mohd Hasan ◽  
Salahuddin Khan
Keyword(s):  
Academic Achievement ◽  
Mathematics Achievement ◽  
Secondary School ◽  
Female Students ◽  
Male Students ◽  
Achievement Scores ◽  
School Students ◽  
Male And Female ◽  
Significant Difference ◽  
And Mathematics

The present research study aims to examine the academic achievement of secondary school students in relation to gender differences. The study was carried out on a sample of 100 male and female students studying in class IXth of Aligarh District, U.P. India. Two self developed tools were applied which finally analysed by applying Mean, SD, t-Test and Pearson‟s Coefficient Correlation (r). Results revealed a significant difference between male and female students in English achievement scores and also no significant difference was found between English and Mathematics achievement scores of IXth grade male students. Results also revealed low positive correlation between English and Mathematics achievement of male students of IXth grade and moderate positive correlation between English and Mathematics achievement of female students of IXth grade. The results suggested to the need of motivation and encouragement for enhancing academic achievement scores of male and female students.

scholarly journals Validation of the Mathematics Motivation Questionnaire (MMQ) for secondary school students

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Logan Fiorella ◽  
So Yoon Yoon ◽  
Kinnari Atit ◽  
Jason R. Power ◽  
Grace Panther ◽  
...  
Keyword(s):  
Mathematics Achievement ◽  
Secondary School ◽  
Test Anxiety ◽  
Secondary Students ◽  
Self Efficacy ◽  
Secondary School Students ◽  
Intrinsic Value ◽  
Self Regulation ◽  
School Students ◽  
Mathematics Motivation

Abstract Background Motivation is critical for supporting persistence and achievement in science, technology, engineering, and mathematics (STEM) disciplines. In this study, we focus on the assessment of mathematics motivation among secondary school students. We provide validity and reliability evidence for the Mathematics Motivation Questionnaire (MMQ)—adapted from the Science Motivation Questionnaire designed for college students—using data from 2551 secondary students from seven states across the United States. Results Exploratory and confirmatory factor analyses confirmed five latent factors of the MMQ indicated by 19 items: intrinsic value, self-regulation, self-efficacy, utility value, and test anxiety. The nonlinear SEM reliability coefficients of the five constructs ranged from 0.76 to 0.91. To assess criterion validity, analyses using a subset of the data that included students’ mathematics standardized scores (n = 536) indicated that intrinsic value, self-regulation, and self-efficacy were significantly positively correlated with mathematics achievement, whereas test anxiety was significantly negatively correlated with mathematics achievement. Conclusions The MMQ provides a reliable, valid, and feasible measure of the specific factors underlying mathematics motivation among secondary students.

scholarly journals How Indonesian Students Use the Polya’s General Problem Solving Steps

2018 ◽  
Vol 8 (1) ◽  
pp. 39-48
Author(s):  
Hari Pratikno ◽  
Endah Retnowati
Keyword(s):  
Problem Solving ◽  
Mathematics Achievement ◽  
Secondary School ◽  
General Problem ◽  
High Ability ◽  
School Students ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Mathematical Problems ◽  
Low Ability

General problem-solving steps consist of understanding the problem, developing a plan, implementing the plan and checking the result. The purpose of this study is to explore how well Indonesia junior secondary school students apply these four steps in solving mathematical problems, especially on plane geometry topics. Using a qualitative approach, with a sample of nine students, of which three students were from the low mathematics achievement category, three from the medium and three from the high category, were given a test and instructed to write the answers to each question step by step. The results were described and categorized into four groups. The first group consisted of students who used all of the four steps. The second and the third were for students who used the first three steps or the first two steps respectively. The fourth group was for those who could only show the first step. The study indicated that for this sample the level of mathematic ability corresponded to how the students applied their problem-solving steps. It was found that students with high ability were included in the first group, while those with moderate ability were in the second group. Low ability students were categorized into group four. Nevertheless, there was one student with high ability who did not to do the checking step and there was one student with low ability who was able to develop a plan.

Mathematics Achievement and Attitudes of Senior Secondary-School Students in Transkei, South Africa

1997 ◽  
Vol 80 (3) ◽  
pp. 915-919 ◽  
Author(s):  
Mathlas M. Kulubya ◽  
Michael J. Glencross
Keyword(s):  
South Africa ◽  
Mathematics Achievement ◽  
Secondary School ◽  
Secondary School Students ◽  
Attitudes Toward Mathematics ◽  
Achievement Test ◽  
Attitude Questionnaire ◽  
School Students ◽  
Senior Secondary Schools ◽  
Senior Secondary

In a study of mathematics achievement and attitudes toward mathematics, a sample of 266 Standard 10 (Grade 12) students (98 boys and 168 girls) from 10 senior secondary schools in the Umtata district of Transkei, South Africa, were administered a mathematics achievement test and an attitude questionnaire. Contrary to other studies analysis showed no significant relationship between students' scores on measures of mathematics achievement and attitudes.

scholarly journals A Comparative Effect of Child-to-Child and Health Educator to-Child Teaching Approaches on Nutritional Status in Elementary School Students

2018 ◽  
Vol 28 (2) ◽  
pp. 101-108
Author(s):  
Mandana Farrokhmanesh ◽  
Nasrin Mokhtari Lakeh ◽  
Shahla Asiri ◽  
Ehsan Kazem Nezhad Leyli ◽  
Alireza Ghaemi ◽  
...  
Keyword(s):  
Elementary School ◽  
Nutritional Status ◽  
Elementary School Students ◽  
Teaching Approaches ◽  
Comparative Effect ◽  
School Students ◽  
Health Educator
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