Examining Personalisation of Instruction, Attitudes toward and Achievement in Mathematics Word Problems among Nigerian Senior Secondary School Students

Autor/in	Awofala, Adeneye O. A.
Titel	Examining Personalisation of Instruction, Attitudes toward and Achievement in Mathematics Word Problems among Nigerian Senior Secondary School Students
Quelle	2 (2014) 4, S.273-288 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-611X
Schlagwörter	Foreign Countries; Teaching Methods; Student Attitudes; Secondary School Students; Mathematics Instruction; Statistical Analysis; Pretests Posttests; Intervention; Control Groups; Experimental Groups; Quasiexperimental Design; Surveys; Attitude Measures; Word Problems (Mathematics); Individualized Instruction; Self Esteem; Student Motivation; Mathematics Anxiety; Context Effect; Predictor Variables; Gender Differences; Likert Scales; Nigeria + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Sekundarschüler; Mathematics lessons; Mathematikunterricht; Statistische Analyse; Survey; Umfrage; Befragung; Textaufgabe; Individualisierender Unterricht; Self-esteem; Selbstaufmerksamkeit; Schulische Motivation; Prädiktor; Geschlechterkonflikt; Likert-Skala
Abstract	This study investigated the effect of a personalised print-based instruction versus a non-personalised print-based instruction on the attitudes toward mathematics word problems of 350 senior secondary school year one Nigerian students within the blueprint of a quantitative research of pre-treatment-intervention-post-treatment non-equivalent control group quasi-experimental design with a survey design of an ex-post facto type. The Attitudes toward Mathematics Word Problem Inventory (ATMWPI) and Achievement in Mathematics Word Problem Test (AMWPT) were used to collect data relating to the dependent measures. The results of the data analyses showed that the personalised instruction students had higher levels of self-confidence, liking, usefulness, and motivation but recorded low level of anxiety regarding mathematics word problems compared with the non-personalised group students. While the personalised instruction students were more influenced by the context of the word problem than their non-personalised instruction counterparts, the experimental and control groups' students did differ on their attitudes toward mathematics word problem as a male domain. In addition, self-confidence, liking, usefulness, motivation, context, and treatment had statistically significant predictive effect on achievement in mathematics word problem whereas anxiety and male domain dimensions of attitudes toward mathematics word problem had no statistically significant predictive effect on achievement in mathematics word problem. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10