Research Article
Norman Cuello Barroso
International Journal of Professional Development, Learners and Learning, Volume 1, Issue 2, Article No: ep2007
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.
Keywords: learning situations, self-study, paired-study, group study
Research Article
Rizal Kamsurya
International Journal of Professional Development, Learners and Learning, Volume 1, Issue 2, Article No: ep2008
ABSTRACT
This research aims to evaluate the learning of mathematics at the college level conducted through distance learning programs during the COVID-19 pandemic in Jakarta. This research is a type of evaluation research using the Context, Input, Process, and Product (CIPP) model that is (1) context consists of program background and program planning (2) Inputs include of students readiness, teaching materials, facilities and infrastructures (3) process consisting of teaching methods and constraints in learning, and (4) the product consists of understanding and learning outcomes. Respondents in this study amounted to 155 students spread across five colleges in Jakarta. The instruments used for data collection are unstructured questionnaires and interviews. The validity of the device used is expert judgment. Furthermore, data is analyzed in a descriptive and interpretation to obtain an accurate picture of factual conditions in the field. The results showed that the mathematical learning conducted through distance learning at higher education in Jakarta needs improvement and improvement in quality from various aspects such as preparation, facilities and infrastructure, material materials, and learning methods used in the effort to achieve the objectives of the established differentiation. It based on the evaluation result on the context component; Score value 3.325 with outstanding category, input component; Score 2.86 by good category, process components; Score 2.80 by good grade, and product component; Score 2.26 with the less good group.
Keywords: evaluation, Mathematics learning, COVID-19
Review
Hassan Usman, Wun Thiam Yew, Salmiza Saleh
International Journal of Professional Development, Learners and Learning, Volume 1, Issue 2, Article No: ep2009
ABSTRACT
This study investigated the effects of Van Hiele’s phase-based teaching strategy on retention of achievement among pre-service mathematics teachers in Niger State, Nigeria. It also examined the influence of gender and interaction effects of teaching method and gender on retention of achievement. The study adopts a two-by-two (2X2) pretest posttest quasi experimental factorial design. 149 pre-service mathematics teachers from two colleges of education in Niger State were purposively selected for the study. Geometry Achievement Test (GAT) was used for data collection. The reliability coefficient of 0.78 was obtained using Cronbach alpha. GAT was administered to pre-service mathematics teachers as pretest, posttest and retention test. The pre-service mathematics teachers’ retention test scores were analysed using Analysis of Covariance (ANCOVA). The results indicated that the pre-service mathematics teachers’ taught geometry using van Hiele’s phase-based teaching strategy retained significantly what was taught better in retention test than their counterparts taught geometry using conventional teaching strategy. However, there was no significant difference reported in the retention test performance scores based on gender and interaction effect. It was however suggested that since the treatment (van Hiele’s phase-based teaching strategy) were found to be effective in enhancing pre-service teachers’ retention of achievement, it should therefore be use by lecturers in teaching not only geometry but mathematics in general.
This study investigated the effects of Van Hiele’s phase-based teaching strategy on retention of achievement among pre-service mathematics teachers in Niger State, Nigeria. It also examined the influence of gender and interaction effects of teaching method and gender on retention of achievement. The study adopts a two-by-two (2X2) pretest posttest quasi experimental factorial design. 149 pre-service mathematics teachers from two colleges of education in Niger State were purposively selected for the study. Geometry Achievement Test (GAT) was used for data collection. The reliability coefficient of 0.78 was obtained using Cronbach alpha. GAT was administered to pre-service mathematics teachers as pretest, posttest and retention test. The pre-service mathematics teachers’ retention test scores were analysed using Analysis of Covariance (ANCOVA). The results indicated that the pre-service mathematics teachers’ taught geometry using van Hiele’s phase-based teaching strategy retained significantly what was taught better in retention test than their counterparts taught geometry using conventional teaching strategy. However, there was no significant difference reported in the retention test performance scores based on gender and interaction effect. It was however suggested that since the treatment (van Hiele’s phase-based teaching strategy) were found to be effective in enhancing pre-service teachers’ retention of achievement, it should therefore be use by lecturers in teaching not only geometry but mathematics in general.
Keywords: geometry, gender, pre-service mathematics teachers, retention, Van Hiele’s phase-based teaching strategy