Research Article

Solo, Paired, Group: A Phenomenological Dimension on the Learning Situations of STEM Students in Pre-Calculus

Norman Cuello Barroso 1 *
More Detail
1 Tanza National Comprehensive High School, PHILIPPINES* Corresponding Author
International Journal of Pedagogical Development and Lifelong Learning, 1(2), 2020, ep2007, https://doi.org/10.30935/ijpdll/8426
OPEN ACCESS   5064 Views   4332 Downloads
Download Full Text (PDF)

ABSTRACT

Mathematics learning is one of the main goals of teaching Mathematics. Many researches have look on ways and different perspectives to improve mathematics’ achievement. Among these is considering how students learn inside the class which was categorized into grouped, paired, and solo learning. These variables will be extensively discussed and research will be exhausted to provide better understanding of the research problem. This study aimed to explore the phenomenological dimensions on the learning situations of Science Technology Engineering and Mathematics (STEM) students in Pre-Calculus. Qualitative design specifically a phenomenological study was utilized in the study. Purposive sampling methodology was used and the criteria of selecting participants are one mathematically inclined, average and low performing students per section. Moreover, audio recordings of the structured interview and focus group discussions were utilized as basis in thematic analysis of the study. Self, paired and group study revealed as the learning situations and strategies of grade 11 STEM students in Pre-Calculus. The practices of STEM students in learning Pre-Calculus are use of online resources, review lectures, study with friend, paired with intelligent student or low performing student, and listen, share and facilitate group study. The themes emerged on the experiences of STEM students in studying Pre-Calculus are lack of comprehension, clarified solutions and inability to raise queries for low performing students; learn alternative solutions, interchange ideas and raise questions for average students; and share ideas and facilitate teaching and learning for mathematically inclined students. The study is limited on the after-class learning extension activities of the participants of the study on three learning strategies in which it ensured diverse learning strategy that could possibly lead to different learning successes of students.

CITATION (APA)

Barroso, N. C. (2020). Solo, Paired, Group: A Phenomenological Dimension on the Learning Situations of STEM Students in Pre-Calculus. International Journal of Pedagogical Development and Lifelong Learning, 1(2), ep2007. https://doi.org/10.30935/ijpdll/8426

REFERENCES

  1. Abdelkarim, R., & Abuiyada, R. (2016). The Effect of Peer Teaching on Mathematics Academic Achievement of the Undergraduate Students in Oman. International Education Studies, 9(5), 124. https://doi.org/10.5539/ies.v9n5p124
  2. Alegre, F., Moliner, L., Maroto, A., & Lorenzo-Valentin, G. (2019). Peer tutoring and mathematics in secondary education: literature review, effect sizes, moderators, and implications for practice. Heliyon, 5(9), e02491. https://doi.org/10.1016/j.heliyon.2019.e02491
  3. Ali, N., Anwer, M., & Jaffar, A. (2015). Impact of Peer Tutoring on Learning of Students. Journal for Studies in Management and Planning, 1(2), 61-66. Available at SSRN: https://ssrn.com/abstract=2599095
  4. Boz Yaman, B. (2017). A multiple case study: What happens in peer tutoring of calculus studies?. International Journal Of Education In Mathematics, Science And Technology, 7(1), 53-72. https://doi.org/10.18404/ijemst.328336
  5. Cen, L., Ruta, D., Powell, L., & Ng, J. (2014, Dec.). Learning alone or in a group — An empirical case study of the collaborative learning patterns and their impact on student grades. 2014 International Conference on Interactive Collaborative Learning (ICL), Dubai, United Arab Emirates. https://doi.org/10.1109/ICL.2014.7017845
  6. Chua, V. C. G. (2015). Assessment of the Mathematics curriculum in the SHS modelling program. https://doi.org/10.13140/RG.2.1.2340.7849
  7. Clark, E. A. (2012). Pairing and comparing in the middle school Mathematics classroom (Master’s Thesis, Education and Human Development), Department of Education, State University of New York College at Brockport. Retrieved from http://digitalcommons.brockport.edu/ehd_theses/133?utm_source=digitalcommons.brockport.edu%2Fehd_theses%2F133&utm_medium=PDF&utm_campaign=PDFCoverPages
  8. Crossman, A. (2018). Understanding purposive sampling: An overview of the method and its applications. ThoughtCo. Retrieved on 16 March 2019 from https://www.thoughtco.com/purposive-sampling-3026727
  9. Emilda. (2015). Teaching Mathematics through integrated brain gym in pair checks of cooperative learning. IOSR Journal of Humanities and Social Science (IOSR-JHSS), 20(11), 27-31. https://doi.org/10.9790/0837-201132731
  10. Furner, J. M. (2017). Helping all Students Become Einstein’s using Bibliotherapy when Teaching Mathematics to Prepare Students for a STEM World. Pedagogical Research, 2(1), 01. https://doi.org/10.20897/pedre.201701
  11. Gökçe, E. (2011). The influence of group studies techniques upon teaching & learning process in elementary education. Procedia - Social and Behavioral Sciences, 15, 3947-3956. https://doi.org/10.1016/j.sbspro.2011.04.399
  12. Groenewald, T. (2004). A phenomenological research design illustrated. International Journal of Qualitative Methods, 3(1), 42 - 55. https://doi.org/10.1177/160940690400300104
  13. Hycner, R. H. (1999). Some guidelines for the phenomenological analysis of interview data. Qualitative Research, 8(3), 279-303. https://doi.org/10.1007/BF00142995
  14. Jaudinez, A. S. (2019). Teaching senior high school mathematics: problems and interventions. Pedagogical Research, 4(2), em0031, https://doi.org/10.29333/pr/5779
  15. Khairudin, Suryani, K., Fauzan, A., & Armiati. (2020). Self Regulated Learning of Mathematics Education Students of Bung Hatta University. Journal of Physics: Conference Series, 1429, 012003. https://doi.org/10.1088/1742-6596/1429/1/012003
  16. Kocabas, S., Ozfidan, B., & Burlbaw, L. M. (2020). American STEM Education in Its Global, National, and Linguistic Contexts. Eurasia Journal of Mathematics, Science and Technology Education, 16(1), em1810. https://doi.org/10.29333/ejmste/108618
  17. Koçak, Z. F., Bozan, R., & Işık, Ö. (2009). The importance of group work in mathematics. Procedia - Social and Behavioral Sciences, 1(1), 2363-2365. https://doi.org/10.1016/j.sbspro.2009.01.414
  18. Mohd Rameli, M. R. (2016). Challenges in Mathematics Learning: A Study from School Student’s Perspective. In A. Khan, M. N. A. Ghafar, A. R. Hamdan, & R. Ralib (eds.), Research on Educational Studies – Volume 1. New Delhi, India: Vedams eBooks (P) Ltd.
  19. Rovers, S. F. E., Stalmeijer, R. E., van Merrienboer, J. J. G., Savelberg, H. H. C. M., & de Bruin, A. B. H. (2018). How and why do students use learning strategies and desirable difficulties with effective strategy users. Front Psychology, 9, 2501. https://doi.org/10.3389/fpsyg.2018.02501
  20. SEI-DOST & MATHTED, (2011). Mathematics framework for Philippine basic education. Manila: SEI-DOST & MATHTED.
  21. Siregar, N. C., Rosli, R., Maat, S. M., & Capraro, M. M. (2020). The Effect of Science, Technology, Engineering and Mathematics (STEM) Program on Students’ Achievement in Mathematics: A Meta-Analysis. International Electronic Journal of Mathematics Education, 15(1), em0549. https://doi.org/10.29333/iejme/5885
  22. Sofroniou, A., & Poutos, K. (2016). Investigating the Effectiveness of Group Work in Mathematics. Education Sciences, 6(4), 30. https://doi.org/10.3390/educsci6030030
  23. Staus, N. L., Falk, J. H., Penuel, W., Dierking, L., Wyld, J., & Bailey, D. (2020). Interested, Disinterested, or Neutral: Exploring STEM Interest Profiles and Pathways in A Low-Income Urban Community. Eurasia Journal of Mathematics, Science and Technology Education, 16(6), em1853. https://doi.org/10.29333/ejmste/7927
  24. Sutrisno AB, J. (2020). Self-regulated learning: Intelligence quotient and mathematical disposition. Journal of Physics: Conference Series, 1422, 012020. https://doi.org/10.1088/1742-6596/1422/1/012020
  25. Thurston, A., & Topping, K. (2007). Peer Tutoring in Schools: Cognitive Models and Organizational Typography. Journal of Cognitive Education and Psychology, 6(3), 356-372. https://doi.org/10.1891/194589507787382070
  26. Topping, K., Dehkinet, R., Blanch, S., Corcelles, M., & Duran, D. (2013). Paradoxical effects of feedback in international online reciprocal peer tutoring. Computers & Education, 61, 225-231. https://doi.org/10.1016/j.compedu.2012.10.002