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1
Jackson, Sarah Marie. "Assessment of Implicit Attitudes Toward Women Faculty in Science, Technology, Engineering, and Math." Wright State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=wright1324269233.
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Schenkel, Benjamin D. "THE IMPACT OF AN ATTITUDE TOWARD MATHEMATICS ON MATHEMATICS PERFORMANCE." Marietta College / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1241710279.
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Martin, Rosalie Marie. "Math Attitudes of Gifted Students: A Focus on Gifted Girls in the Elementary Grades." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/29800.
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This study explored the math attitudes of gifted students in grades three, four, five, and six participating in an accelerated math program with a focus on gifted girls in the elementary grades. Eight of the nine domains of the Fennema-Sherman Mathematics Attitudes Scale (MAS) were used to survey the math attitudes of 267 gifted boys and girls, in grades three through six. The domains explored the math attitudes of students within the following areas; attitude towards success, mother's attitude, father's attitude, anxiety, motivation, usefulness, teacher's attitude, and confidence. This study includes research involving gifted education; math attitudes, and educational applications of Bandura's social learning theory.
Survey responses were used to compile descriptive and inferential statistics. Using the Statistical Package for the Social Sciences (SPSS) and a predetermined alpha level of .05, a multivariate analysis of variance (MANOVA) compared the groups within the domain clusters. Data analysis yielded two significant main effects in anxiety (.002) and motivation (.008). Anxiety emerged as the most significant finding of the study. Girls revealed more negative math attitudes compared to the boys at all grade levels. Interaction in motivation between fourth and sixth grade and fifth and sixth grade were significant at the.05 level.
The results of this study may be used as a vehicle or catalyst for the implementation of a school or district wide training program for teachers of gifted students. These results could be used to spawn discussions with guidance counselors and others investigating the emotional and academic implications of accelerated math programs.<br>Ed. D.
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He, Huihua. "Adolescents' perception of parental and peer mathematics anxiety and attitude toward mathematics : a comparative study of European-American and Mainland-Chinese students /." Online access for everyone, 2007. http://www.dissertations.wsu.edu/Dissertations/Spring2007/h_he_042407.pdf.
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Listerman, Kelsey E. "Examining the Impact of Play on the Multiplication Fluency of Third Graders." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1552668939543415.
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Bassette, Lorraine Pratt. "An assessment of the attitudes and outcomes of students enrolled in developmental basic mathematics classes at Prince George's community college." Diss., [Blacksburg, Va. : University Libraries, Virginia Polytechnic Institute and State University, 2004. http://scholar.lib.vt.edu/theses/available/etd-01072005-164605.
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Zollinger, Steven Ray. "The Impact of an Online, Mastery, and Project-Based Developmental Math Curriculum on Student Achievement and Attitude." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4120.
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Due to anxiety, low confidence, and inadequate content knowledge, many college students struggle to complete their developmental math coursework. As colleges redesign their programs to address these issues, careful research is imperative to determine the factors that best meet the needs of these struggling students. The purpose of this study was to analyze the impact of one college's redesigned program (integrating online, mastery, and project-based learning) compared with the traditional program. Using Weiner's attribution theory of achievement motivation and emotion as a guide, this mixed methods case study used a quasi-experimental nonequivalent control group design in conjunction with a qualitative examination of student interviews. The study used archived quantitative data and interview data from community college students in the Western United States. The quantitative data was analyzed using multiple regression, and a thematic analysis was used for the interview data. The results indicated that students in traditional courses achieved higher final exam scores than those in the revised courses. However, the revised and traditional math students did not exhibit significantly different attitudes toward math. Some of the key factors that directly impacted student success included the availability of student support services, student collaboration, and self-concept and motivation. Based on these results, the participating college and similar colleges will be able to make more informed decisions to improve the efficacy of their developmental math programs. These revisions will then help to improve student attitude and success in mathematics, will motivate students to persist in their education, and will better equip students to positively contribute to their future communities and workplaces.
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Mammana, Maria Flavia, and Mario Pennisi. "A class practice to improve student’s attitude towards mathematics." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80613.
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For many students, mathematics, traditionally thought to be difficult and dull, is often considered inaccessible, generating a negative attitude towards it. In order to encourage a positive attitude towards mathematics, we propose class practices that, through research activities, will lead the students to experiment a similar path to the one that has given, as a final product, a structured theory, so as to enhance their self-efficacy, give a correct vision of the discipline and stimulate positive emotions. This can be realized, for example, as a “laboratory activity” in which the students compare ideas, intuitions, arguments, and work together to obtain results, using their critical
capabilities in a collaborative learning activity. A team of university professors and high school teachers has developed a laboratory activity that focuses on some properties of quadrilaterals. The activity has at any rate been experimented in different first biennium
classes of some high schools and has obtained very good results.
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Luke, Vance Hopfner Jr. "Evaluation of a math/science inservice based upon participants' perceived changes in attitude and behavior relative to prescribed goals and process components." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184579.
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The purpose of this study was to evaluate the effectiveness of a short-term math/science inservice based upon the participants' perceived changes in attitude and behavior relevant to the projects' goals and objectives. One hundred and three elementary school teachers from twelve schools in an urban school district participated in the inservice. The treatments were administered during two eight hour days, one month apart. The project was designed to improve the participants' attitude and behavior relevant to ten goals that centered around increasing awareness and use of science process and math problem solving approaches to teaching. The evaluation instrument was a pre- and post-treatment survey. Seventy questions were created and apportioned to test twenty hypotheses. Two hypotheses were tested to determine the achievement of each goal. One hypothesis tested the teachers' perceived change in attitude and the other tested the teachers' perceived change in teaching behavior relevant to a specific goal. Goal achievement was determined by comparing changes (significant at the.05 level) in attitude and behavior. All ten attitude hypotheses indicated a significant positive change occurred in attitude. None of the behavior hypotheses showed a significant positive change. It was determined that the inservice was totally effective in changing the teachers' attitude, relevant to the goals, but it failed to make a positive impact upon the teachers' perceptions of their actual practice in the classroom. It was speculated that the failure to affect behavior change was a result of one or a combination of the following four factors: insufficient time lapse to affect behavior, more accurate reporting on the post test, retrenchment resulting from feelings of inadequacy, and fear of venturing out alone primarily due to the lack of organizational development. Suggestions for improving the inservice were based upon proposed remedies for the above four factors.
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Mejri, Sami B. "Will the Use of My Math Lab Influence the Students’ Attitude toward Mathematics, Course Completion, and Content Comprehension of Basic College Mathematics?" University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1309387276.
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Bayudan, Kenny Juntilla. "Students' attitude towards mathematics at the University of Évora, Portugal." Master's thesis, Universidade de Évora, 2014. http://hdl.handle.net/10174/11825.
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Este estudo é uma tentativa de determinar a atitude dos estudantes de
primeiro ano, que tiveram como objecto de estudo a matemática no primeiro
semestre no ano académico de 13/14 na universidade de Évora, Portugal.
Um questionário foi feito, passou por verificações de fiabilidade e validade, e
serviu para reunir dados sobre a atitude dos estudantes em relação a
matemática tais como a motivação, interesses, compreensão e níveis de
ansiedade. Os resultados desta pesquisa mostraram que os alunos de
primeiro ano normalmente têm uma atitude positiva em relação à matemática
antes de entrarem na universidade. Existe uma forte correlação ente a
atitude, motivação e interesse, perceção da competência e nível de
ansiedade. Esta avaliação é importante para a universidade e para o seu
corpo administrativo pois levanta preocupações sobre o fator aprendizagem.
Também ajuda a entender a predisposição dos estudantes para a matemática
e ajuda a criar hipóteses de intervenção para ajudar aqueles que tem uma
atitude mais negativa em relação ao objecto de estudo; ### Abstract:
Students’ Attitude towards Mathematics at the University of Évora,
Portugal
This study is an attempt to determine the attitude of freshmen students who
were taking a math subject in the fall semester of the academic year 2013-
2014 at the University of Évora, Portugal. A questionnaire was developed,
which underwent validity and reliability analyses, and used to gather data
about students’ attitude towards math and their motivation, interest, perceived
competence, and anxiety levels. The results of this research show that
freshmen students generally have positive attitude towards mathematics prior
to commencing university formation. There is a strong positive correlation
between attitude and the motivation and interest, perceived competence and
anxiety dimensions. This assessment is important to the university faculty and
administration as it raises concern on the affective aspect of learning. It also
helps them to understand the disposition of their students in math and create
possible means of intervention to help those with a negative attitude towards
the subject.
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FNU, Vijaykumar Sureshkumar. "Autonomous Control of A Quadrotor UAV Using Fuzzy Logic." University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1428049378.
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Phillips, Susan R. "Student Discussions in Cooperative Learning Groups in a High School Mathematics Classroom: A Descriptive Multiple Case Study." University of Akron / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=akron1287086564.
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Davis, Kristina Lynn. "The effect of homogeneous ability grouping in math class on student achievement and attitudes about math." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/davis/DavisK0812.pdf.
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In this investigation the students in fifth through eighth grades were placed in math classes based on their ability (homogenous grouping). MAP math test scores and teacher input were used to group the students by their ability. This treatment was implemented to see if there was a change in student achievement and to see if there were any student attitude changes about math. The post-treatment results indicated that students MAP test scores varied greatly for each individual but 82% of students increased their scores from the pre to post-treatment. The results indicated that the percent increase in MAP test scores were the highest during the pretreatment. The above grade level students had a 6.5% increase, at grade level had a 5.5% increase, and the below grade level had a 6.8% increase in their MAP test scores. During the post-treatment the group of students that were most affected by the ability grouping were the above grade level students. They had a 4.2% increase in their MAP test scores during the treatment year. The students that were at grade level had a 2.3% increase in their MAP test scores. The students that were negatively affected by the ability grouping were the below grade level students. They increased their scores by .3% in the treatment year. AIMSweb Concepts and Applications increased following the treatment from 8.1% to a 16% increase in the test scores. AIMSweb Computation scores decreased in overall percent gains from a 17.7% to an 11.1% following the treatment. Students' attitudes about math were more positive after the treatment but the students said that there was little benefit to their science class when they were in ability groped math class.
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Metcalf, Elizabeth B. "Accelerated math implementation and elementary student achievement and attitudes /." Electronic version (PDF), 2005. http://dl.uncw.edu/etd/2005/metcalfe/elizabethmetcalf.pdf.
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Konté, Mamadou. "Investisseurs et Marchés Financiers : du comportement des agents à la formation de prix d'équilibre." Phd thesis, Université Panthéon-Sorbonne - Paris I, 2010. http://tel.archives-ouvertes.fr/tel-00618863.
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Ce document est basé essentiellement sur mes travaux de recherche, effectués lors de mon cursus de doctorat. Il intègre également mes travaux en tant qu' enseignant-chercheur à l'université Panthéon Sorbonne. Le document traite des questions relatives à la dynamique des prix d'actifs financiers. Principalement, trois points sont investis. Premièrement, peut-on parler d'efficience de marché ? Cette question a été longtemps débattue dans la littérature et notre propos a été de montrer pourquoi il était difficile de répondre par oui ou non à cette problématique. La conclusion obtenue a été que les marchés financiers ne sont efficients qu'en moyenne. Le deuxième point consistait à approfondir ce concept d'efficience en moyenne qui signifie ici qu'on retrouve à la fois les arguments de la finance néo-classique aussi bien que ceux de la finance comportementale dans la formation des prix d'équilibre. Qu'est-ce cela implique en termes de modélisation au niveau macro-économique ? Nous montrons, sous certaines hypothèses, que la dynamique des prix appartient à la classe des modèles auto-régressifs à coefficients aléatoires dénoté RCA(p). Dans la troisième partie, on propose deux applications. La première utilise le modèle économétrique RCA(p) pour créer des stratégies d'investissement. La deuxième application propose un modèle pour la variance conditionnelle des rentabilités financières qui se comporte comme un GARCH mais en 'moyenne'. Le point commun de ces deux applications est qu'on étend respectivement le modèle auto-régressif AR(P) et le modèle GARCH(P,Q) en leur permettant d'avoir des coefficients stochastiques pour plus de flexibilité.
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Gonzalez, Cesar Augusto Gonzalez. "Teaching math with technology| A study of teachers' attitudes and beliefs." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3646786.
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<p> Today's economy is driven by information technology (IT). Education and business should come to an agreement that functional technology skills should be integrated with core academic courses to create an educational system that truly prepares workers for the 21st Century. The business realm theoretical foundation for this study laid on the match/mismatch established between technology—math education and business' readiness—[math] skills. The level of education and skills of workers needed by business and industry has increased. Nonetheless, scholars underlined the belief that the skills workers possess are generally not sufficient for the demands of the more sophisticated jobs in today's economy. With this study this researcher pretended to fill the gap in the literature by examining the hypothesis that poor education results in low skills is hampering U.S. businesses and the disparity between what employers need and what workers offer is getting serious enough. Within this investigation the researcher tested for first time three theories: the AST/TML theory, the TAM theory, and the Constructivist theory, whereas having behind scenes K-12's mathematics arena. This study found that "there is no statistically significant relationship between the degree to which teachers accept new technologies and technology usage in mathematics instruction" and that "teachers' individual affective reactions to technology toward integrating computers and technology into math instruction are not related to readiness skills." However, a Post Hoc analysis demonstrated that at least for one of the individual predictors, problem solving construct scores, the null hypothesis was rejected. It means in a long path to academic success, small waves of effectiveness in education are penetrating the sandy beaches of skills. Additionally, this researcher confirmed some scholars' assertion about Confirmatory Factor Analysis, which described that sample sizes smaller than 100 as dangerous and recommended using sample sizes larger than 200 for safe conclusions. Finally, the researcher tested and validated the Technology-Mediated Learning (TML) theory while adding his research positive conclusion(s) to the body of knowledge.</p>
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Hrina-Treharn, Terri L. "Mathematically Gifted Students’ Attitudes Toward Writing In The Math Classroom: A Case Study." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1321111305.
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Gamble, Valerie D. "The Impact of Differentiated Versus Traditional Instruction on Math Achievement and Student Attitudes." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/923.
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With the implementation of the No Child Left Behind (NCLB), all schools are held accountable for student achievement. One southern US Title I school failed to meet NCLB mandated math standards for several years and was placed on program improvement. The purpose of this study was to compare math achievement of 34 students in fifth grade using differentiated instruction via Math out of the Box (MOOTB) and math achievement of 34 students in fifth grade using traditional textbook instruction. A second purpose was to determine if there was a difference between student attitudes toward math relative to confidence, value, enjoyment, and motivation. The theoretical base for this study is rooted in the works of Gardner's theory of multiple intelligences, Vygotsky's sociocultural theory, Bruner's psychological theory, Piaget's concrete operational theory, and Tomlinson's differentiated instruction theory. In order to examine the differences in math achievement based on the two instructional approaches, a quasi-experimental nonequivalent (pretest-posttest) control group design was implemented with scores analyzed using the one-way analysis of covariance. The univariate analysis of variance was used to compare the differences between MOOTB and traditional fifth grade students' attitudes toward math relative to confidence, value, enjoyment, and motivation. The findings from the study showed improvements in both instructional groups on MAP posttest, but differences between the groups on math scores were not significant. The main effect for socioeconomic status was significant. A significant difference in students' attitudes toward math relative to enjoyment was noted. This study has the potential to provide school systems with alternative ways to increase student achievement which is an important implication for social change.
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Cassell, Thomas. "In Seeking a Definition of Mash: Attitude in Musical Style." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etd/3916.
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“Mash” is a term used to describe one of the most recent major style shifts in the iconic American string band music known as bluegrass. Beginning in the 1990s, the bluegrass sound began to evolve, and ‘mash’ worked its way into the genre as a descriptor of a certain sound. Though a handful of scholars have discussed the social stigmas of the style, no one yet has investigated the simple musical question about mash: what is it?
The purpose of this thesis is to define mash in its musical form through a combination of transcription methods and extensive analysis. Through this research, a recurring set of musical phenomena is identified in the repertoire, related to rhythms, melody, and modality. This study shows the relationship between the downbeat and this music, and identifies and articulates the musical characteristics that define mash as a unique style of bluegrass.
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DeVigal, Alexis Jocelyn. "Stereotype Threat and Effects of Students' Perception of Their Math Teacher's Fairness on Their Math Self-Efficacy." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3999.
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Gender inequalities perpetuated by educational and occupational segregation may be exacerbated in part by socialization processes that occur in the years leading up to when high school students typically begin considering postsecondary options. Students’ feelings of self-efficacy in certain subjects can be an important factor that informs their decisions to pursue coursework and programs. This study used stereotype theory to understand how students' perceptions of their 9th grade math teacher's fairness affected their 11th grade math efficacy and how this relationship was moderated by the gender of the student and their math teacher. Using the High School Longitudinal Study of 2009, linear regression models predicting students’ math efficacy in 2012 indicated that students have higher levels of math efficacy when they perceive their math teachers as more fair, though this relationship was explained away by controls. An additional interaction term between student gender and math teacher gender revealed that girls’ efficacy is more strongly affected by perceptions of their male math teachers than perceptions of their female math teachers. This finding may be explained by the persistence of stereotypes around math that assume male superiority in the subject, which leads students to see their male math teachers as true authorities in math as opposed to their female math teachers.
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Knoll, Melissa J. "An analysis of high school students' attitudes about math and perceptions of cooperative learning." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999knollm.pdf.
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White, Jennifer N. "Socioeconomic, Demographic, Attitudinal and Involvement Factors Associated with Math Achievement in Elementary School." [Johnson City, Tenn. : East Tennessee State University], 2001. http://etd-submit.etsu.edu/etd/theses/available/etd-0613101-101228/unrestricted/whitej0625.pdf.
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Schneider, Madalyn R. "Middle School Students' Attitudes toward Math and STEM Career Interests: A 4-Year Follow-Up." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/922.
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The purpose of the current study is to examine middle school students' attitudes toward math, intent to pursue STEM-related education and occupations, and STEM interest from middle school to high school. The data used in this study are from a larger, on-going National Science Foundation (NSF) grant-funded study that is investigating middle school students' disengagement while using the Assistments system (Baker, Heffernan & San Pedro, 2012), a computer-based math tutoring system. The NSF grant study aims to explore how disengagement with STEM material can aid in the prediction of students' college enrollment as well as how it may interact with other factors affecting students' career choices (San Pedro, Baker, Bowers, Heffernan, 2013). Participants are students from urban and suburban schools in Massachusetts measured first in middle school and again four years later. Measures at Time 1 included: various items related to attitudes toward mathematics, occupations they could see themselves doing as adults, and the Brief Self-Control Scale (Tangney, Baumeister, & Luzio Boone, 2004). Measures at Time 2 included: items requesting the students' current mathematics and science courses and intended majors or occupations following high school graduation. Exploratory factor analysis, multiple regression and logistic regression analyses were used to test the following four hypotheses: I. There will be several distinct factors that emerge to provide information about middle school students' attitudes toward math; II. Students' attitudes toward math will correlate positively and significantly with students' intent to pursue STEM-related careers at Time 1 with a medium effect; III. Middle school attitudes toward mathematics will relate positively and significantly to level of high school mathematics and science courses with a medium effect; IV. Middle school intent to pursue STEM will correlate positively and significantly with high school intent to pursue STEM majors/careers with a medium effect. Results supported a 2-factor model of Attitudes toward Mathematics consisting of Math Self-Concept and Attitudes toward Assistments. Other significant findings include: a positive relationship between students' Attitudes toward Assistments and level of math class taken in high school; a positive relationship between students' Math Self-Concept and Self Control; a positive relationship between Self Control and students' endorsement of STEM careers while in middle school, and discrepancy between male and female students' endorsement of STEM careers as early as middle school. Although many of the study's primary hypotheses were not supported, the present study provides a framework and baseline for several important considerations. Limitations, including those related to the present study's small sample size, and future implications of the present study, which add to career development literature in STEM, are discussed in regard to both research and practice.
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Lucock, Ricky. "Pupils learning mathematics : beliefs and attitudes." Thesis, University of Surrey, 1988. http://epubs.surrey.ac.uk/844414/.
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This study investigated whether pupils hold personal beliefs and attitudes which could affect their performance in mathematics lessons in such a way as to either facilitate or impede learning. There were four parts to the study which took place over three years. In the first part, personal constructs about all school subjects were elicited from a group of pupils in their first year of comprehensive school. The interviews were recorded and provided background data for the study. One year later, the same pupils were asked to rate eighteen mathematics topics on the constructs of like/dislike; easy/difficult and useful/not useful. The interviews were again recorded and used to develop categories of pupil beliefs. These were used to develop a number of questions which were later put to the same group. Six weeks later the pupils divided into groups of three and took part in videorecorded problem solving sessions. This provided triangulated observational and oral data to corroborate or refute data from other parts of the study. Finally, approximately one year later, each pupil was asked the questions developed from the second interview categories. These were posed in an open ended form and were also used to develop belief categories. These final categories provided the information on which to compare the beliefs of the study group pupils. The basis for comparison was the pupils' mathematical setting and their positions in yearly examinations. Data from across the study were used to provide case studies of three pupils. The main conclusions were that beliefs and attitudes do affect mathematics performance, but that the effect was not the same for high and low settings; that problem solving ability correlated poorly with setting, and that for individuals it was necessary to examine a constellation of beliefs rather than any single ones.
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Sample, Shannon M. "The Effectiveness of a Math Tutoring Program at an Urban High School." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1276965267.
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Fabian, Ma Khristin. "Maths and mobile technologies : effects on students' attitudes, engagement and achievement." Thesis, University of Dundee, 2018. https://discovery.dundee.ac.uk/en/studentTheses/9e03bf28-d631-476a-932b-e29a298c406a.
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The ubiquity of mobile devices together with their potential to bridge classroom learning to real-world settings has added a new perspective to contextualising mathematics learning, but this needs further exploration. The aim of this thesis is to examine the effects of using mobile technologies on students’ attitudes, engagement and achievement in mathematics. The study starts with a systematic review of maths and mobile learning studies followed by three iterations of data collection. The three studies were mixed-methods studies guided by the micro, meso, macro (M3) Evaluation Framework. The studies included eight mobile learning sessions spread over three months covering topics on geometry and information handling. These sessions were conducted as collaborative learning activities in indoor and outdoor settings. Participants were Primary 6 and 7 students from three different schools in Scotland. In Study 1 (a single-group design, n=24), students had positive evaluations of mobile learning but some technical problems experienced lessened their initially positive views. There was a small effect in student self-confidence (ES=.20) and a significant positive difference between pre and post-test achievement scores. Breakdowns identified via the critical incident analysis in Study 1 informed the activity design of Study 2. In Study 2 (a quasi-experimental design, n=52), students had more positive perceptions about the use of mobile technology. The experimental group had higher gain scores on the maths test than the control group. In Study 3, a randomised controlled trial over six weeks (n=74), students also had positive evaluations of the mobile learning activities but this varied by gender. Analysis of the maths test scores with pre-test as covariate showed both groups had significantly improved their scores, but no significant treatment effect was found. For items relating to common student misconceptions on angles, students in the experimental group had significantly higher gains than the control group. The overall results from the three studies provide some evidence that students can have positive perceptions about the use of mobile technologies and that these can be effective in supporting students’ engagement and performance in mathematics, especially when learning takes place outside the classroom. It also showed that the success of a mobile learning intervention is dependent on various factors, such as student and teacher characteristics, stability of the technology and content compatibility, among other factors. There were several limitations including sample size, length of intervention, and programme fidelity. Implications for practice and future researchers are discussed.
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Elizaga, Ronald A. "ELICITING STEREOTYPE CHALLENGE AND STEREOTYPE THREAT EFFECTS WITHIN THE CONTEXT OF WOMEN’S MATH PERFORMANCE." Ohio University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1132057268.
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Mills, Leila A. "Indicators of Science, Technology, Engineering, and Math (Stem) Career Interest Among Middle School Students in the Usa." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc283852/.
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This study examines middle school students' perceptions of a future career in a science, math, engineering, or technology (STEM) career field. Gender, grade, predispositions to STEM contents, and learner dispositions are examined for changing perceptions and development in career-related choice behavior. Student perceptions as measured by validated measurement instruments are analyzed pre and post participation in a STEM intervention energy-monitoring program that was offered in several U.S. middle schools during the 2009-2010, 2010-2011 school years. A multiple linear regression (MLR) model, developed by incorporating predictors identified by an examination of the literature and a hypothesis-generating pilot study for prediction of STEM career interest, is introduced. Theories on the career choice development process from authors such as Ginzberg, Eccles, and Lent are examined as the basis for recognition of career concept development among students. Multiple linear regression statistics, correlation analysis, and analyses of means are used to examine student data from two separate program years. Study research questions focus on predictive ability, RSQ, of MLR models by gender/grade, and significance of model predictors in order to determine the most significant predictors of STEM career interest, and changes in students' perceptions pre and post program participation. Analysis revealed increases in the perceptions of a science career, decreases in perceptions of a STEM career, increase of the significance of science and mathematics to predictive models, and significant increases in students' perceptions of creative tendencies.
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White, Wendee B. Mrs. "The Relationship Between an Affective Instructional Design, Children’s Attitudes Toward Mathematics, and Math Learning for Kindergarten-Age Children." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2554.
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This study explores the relationship between an Affective Instructional Design (AID), children’s attitudes toward math, and math learning. Participants included 15 kindergarten children at a university K-12 laboratory school located in East Tennessee. This quasi-experimental study employed a pretest-intervention (AID)-posttest design. Data, including pretest/posttest attitude surveys, and baseline and intervention non-participant video observations of math learning and math attitudes, during 13 math lessons were coded and analyzed. As hypothesized, a significant positive correlation (r = 0.936, p = 0.000) was found between attitude and math learning. Additionally significant differences were found between the baseline (pre-intervention) mean score and the final intervention lesson for both math attitude, t(14) = -12.39, p = 0.008, and math learning, t(14) = -8.40, p = 0.002.These findings suggest AID could be one route to supporting educators in establishing quality learning environments that promote positive attitudes and meaningful learning in mathematics.
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Kristiansson, Simon, and Erik Nobs-Lindau. "Synen på ZYN : En studie om hur gratisprover påverkar attityd och konsumentbeteende." Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-424598.
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I den här studien har Swedish Matchs marknadsföring av produktlinjen ZYN undersökts, med fokus på marknadsföring genom gratisprover. Då produktkategorin nikotinpåsar inte regleras av Lag (2018:2088) om tobak och liknande produkter har Swedish Match helt andra möjligheter att marknadsföra ZYN än företagets tobaksprodukter. Syftet med studien var att undersöka fenomenet utifrån den teoretiska modellen Tri-component attitude model och undersöka hur gratisprover påverkar konsumenters attityd och framtida köpbeteende. Undersökningen genomfördes genom en kvantitativ metod där en elektronisk webbenkät skickades ut som gav 185 svar. Resultatet visade att gratisprovet inte hade någon effekt på den kognitiva delen, men den affektiva delen av attitydskapandet. Vidare visade resultatet att gratisprovet faktiskt hade en effekt på framtida konsumentbeteende. Slutsatserna som drogs i studien var att Tri-component attitude model inte var rätt teori för att studera fenomenet, att det gratisprovet påverkade den affektiva delen, men inte den kogntiva delen. Det resultatet bör dock ses som en indikator, och inte som en vetenskaplig sanning på grund av implikationer med vald teori och metod. Slutsatsen drogs också att det finns ett orsak-verkan samband mellan gratisprovet och framtida konsumentbeteende.
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Walsh, Thomas Broderick. "An Investigation of the Impact Gender-Specific Course Grouping Has on Female Middle-School Students' Concept of and Interests Toward Technology and Engineering." BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/9229.
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Attempts to improve retention, interest, and enrollment of females in Technology & Engineering Education courses have included a variety of approaches including female-only classes. However, the implications of such courses have not been thoroughly investigated. Therefore, an investigation of female-only classes was undertaken; the findings revealed that the overall enrollment of females went up in the course and in subsequent classes, these students maintained their interests and attitudes towards Technology and Engineering, their perceptions of an engineer's gender changed from that of mostly male to mostly female, and their concepts of what an engineer does changed from mostly building or fixing things to that of mostly someone who designs. This study used two instruments: the Technology Engineering Attitude Survey (TEAS) and the Draw an Engineer Test (DAET). The population of the study was 7th grade middle school students. They were placed into two groups: the control being the mixed male female engineering and technology classes, and the treatment being the all-female students enrolled in the same engineering technology course.
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Helm, Kerry L. "A descriptive study of northwest Ohio seventh grade math teachers' attitudes and strategy integration used to promote literacy in the classroom." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1120150309.
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Holmquist, Stephanie. "A multi-case study of student interactions with educational robots and impact on Science, Technology, Engineering, and Math (STEM) learning and attitudes." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5043.
Full textAbstract:
The demand for STEM trained workers continues to increase not only in the United States, but globally. Reports have indicated that the United States is not doing a good job encouraging students to pursue STEM oriented degrees. In particular, it has become increasingly important to emphasize STEM connections at an early level in order to encourage student career exploration as they continue their education. Educational robots represent a unique alternative to traditional methods, especially at the elementary level. Considering the use of educational robots have largely been ignored at this level, the purpose of this study was to describe the interactive process and outcomes using educational robots to facilitate elementary school students understanding of STEM concepts. A multi-case approach was used for the design as it is in line with the underlying conceptual framework for the study. Independent T-tests were utilized to determine student's interaction with educational robots, impact of STEM understanding, as well as their impact regarding the understanding of STEM attitudes. The study was conducted as an extracurricular program involving fourth grade students at a rural elementary school in Florida. The sample size consisted of 20 randomly selected participants assigned to either the group working with robots, or the groups without the robots, for a total of 10 participants in each group. The associated activity utilized in this study was selected due to the high level of STEM integration. Data results indicated high levels of interactivity within both groups. The group working with the robot demonstrated a significant difference in the level of substantive talk. Considering the understanding of STEM concepts, both groups demonstrated a high level regarding depth of knowledge as well as understanding. There were significant gains within groups regarding pre and post test STEM scores. When considering participants impact on STEM attitudes, the study suggested a practical significance in math attitudes for the group working with the robots. This study is significant as it yielded valuable information concerning the use of educational robots in the elementary environment. In particular, this study supports the idea that STEM concepts can be promoted utilizing authentic instructional strategies. This study suggests there is a potential impact regarding the use of educational robots in the elementary setting. This study also supported the use of authentic assessment strategies for this type of activity. Overall, both groups were actively involved and engaged, with the group working with the robot demonstrating a slightly higher depth of knowledge, substantive, conversation, as well as a slight boost in efficacy in math, science, and engineering and technology attitudes. The results of the study align with the underlying conceptual framework as well as the use of authentic assessment. This study aligns to the movement to promote STEM education at an elementary level. In addition, the type of activity associated with this study can potentially help students make sense of career oriented experiences, thus promoting career awareness within an interdisciplinary approach.
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Gardner, Mary Catherine. "Changing math anxiety and attitudes with the use of graphics calculators for college intermediate algebra classes : differences by gender, age of student and experience of instructor." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1036817.
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Graphics calculators have become an integral part of many introductory college mathematics courses. There has been little research to show the effects of introducing technology, along with an emphasis on the interrelationships of the numeric, symbolic, graphical, and verbal forms of functions, for courses that are traditionally considered pre-college mathematics. The major purpose of this study was to determine if changes in mathematics anxiety and attitudes occurred in Intermediate Algebra classes and to determine whether these changes were dependent on age, gender of student, and experience of instructor. The relationship between beginning levels of math anxiety and successful completion of the class were also examined.All sections of Intermediate Algebra taught at Grand Valley State University during the Winter semester of 1995 participated in the study. The first week of class, 479 students completed the initial survey. The final week of class, 264 of those students completed the survey again. In addition to gender and age of student, the survey instrumentcontained questions from seven of the Fennema-Sherman Mathematics Attitudes Scales. Each scale contained 12 questions, answered on a five point Likert type scale. High scores on the questionnaire indicated a positive attitude. Students in four sections were asked open ended questions every other week. At the end of the semester, instructors were given a questionnaire to determine their perceptions of how student's attitudes and anxieties changed.MANOVA for repeated measures using SPSS was used to perform the analyses with respect to age, gender, and teacher experience, over time. Faculty responses indicated they thought attitudes and levels of math anxiety improved over the semester. Although most groups did show some improvement, no significant change occurred. The only statistically significant differences detected were in math anxiety by gender and a combination of math anxiety and attitude by age. Females had higher levels of math anxiety (N = 166, initial M = 29.96, final M = 30.80) than males (N =.98, initial M = 33.87, final M = 34.79)and while older students appeared more math anxious, they also reflected a more positive attitude about mathematics.<br>Department of Educational Leadership
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Töyrä, Alexandra, and Jens Jansson. "Insekter på tallriken : attityder till synliga insekter i mat." Thesis, Örebro universitet, Restaurang- och hotellhögskolan, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-51872.
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Sjölund, Annette, and Anne Johansson. "Matematik i vattenlek : hur förskollärare/barnskötare planerar och stödjer 1-3-åringars matematiska begreppsutveckling." Thesis, Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-21929.
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Syftet i detta examensarbete är att få en inblick i hur förskollärare/barnskötare planerar och stödjer barnen i deras sökande efter olika matematiska begrepp i lek med vatten. Vi har gjort en tvärvetenskaplig undersökning på fyra 1-3 års avdelningar, som är baserad på ett hermeneutiska tankesätt där vi har tolkat förskollärarnas/barnskötarens agerande vid vattenlek. Vi har använt oss av kvalitativa undersökningsmetoder i intervjuerna och observationerna. Resultatet i vår undersökning visar att förskollärarens/barnskötarens egna kunskaper i matematiska begrepp, planering av aktiviteten, förståelse för barnens kunskaper är viktiga för vidareutveckling av barnens matematiska begreppsbildning<br>The purpose of this thesis is to gain an insight into the preschool/childcare workers plan and support the children in their search for various mathematical concepts in play with water. We have conducted a multidisciplinary study of four 1-3 year divisions, which are based on a hermeneutic thinking where we have interpreted preschool teacher/childcare workers conduct in water play. We have used the qualitative investigation in the interviews and observations. The results of our study show that preschool teacher/childcare workers knowledge of mathematical concepts, planning of activity, understanding of children's knowledge are important to the development of children's mathematical concepts.
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Vasey, Jocelyn Margot, and n/a. "Sex differences in parent and student attitudes towards mathematics before and after involvement in a family maths program." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061109.171039.
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This study examines sex-differences in expressed attitudes of parents and students
towards primary school mathematics before and after involvement in a Family
Maths Program. The study involved the families of Year 3 and 4 students at a
Catholic primary school in the ACT, and used an illuminative evaluation
methodology.
Results suggest that:
the effects of running a Family Maths Program were not confined to the
parents and children who attended the formal sessions;
at this primary school, mothers have a more active involvement than fathers
in the development of attitudes to maths; and
there is need for a more integrated approach to the use of calculators and
computers in the mathematics curriculum at this school.
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Alm, Mathilda, and William Kullberg. "It's a Match! : En kvalitativ studie om attityder och behovstillfredsställelse utifrån användningen av mobilapplikationen Tinder." Thesis, Stockholms universitet, Institutionen för mediestudier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-125864.
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Syftet med denna undersökning var att ta reda på vilka attityder kring mobilapplikationen Tinder det fanns hos tio unga människor samt om det uppkommit nya behov i och med denna nya teknik där man sveper mellan olika människor. För att få fram ett resultat utfördes tio kvalitativa intervjuer med människor i åldrarna 18-30. Teorierna som kompletterade det insamlande materialet var uses & gratifications teorin som bland annat belyser hur publiken använder medier och vad de får ut av användningen, samt Castells teori om nätverkssamhället där teknologin och dess utveckling spelar stor roll för hur vi använder oss av medier och kommunikation på distans. De kvalitativa intervjuade visade att användningen av applikationen inte var i nätdejtingssyfte. Respondenterna använde snarare applikationen för att bland annat tillfredsställa ett emotionellt behov där ett bekräftelsesökande visade sig vara större än viljan att kommunicera med människor. Även ett avkopplingsbehov existerade, där respondenterna använde applikationen i brist på något annat att göra. Många av Tinders funktioner förstärkte dessa behov, bland annat det utseendebaserade användningsområdet samt applikationens enkelhet i sig.
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Mereie, Iman Ali. "The Effects of the IAM Workshop on Preservice Teachers' Perceptions and Attitudes on Integrating Art and Mathematics." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc1538756/.
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This mixed-methods dissertation used an explanatory sequential design to examine art and mathematics preservice teachers' perceptions and attitudes towards integrating art and mathematics (IAM) after an IAM workshop. The conceptual framework of this study has its basis in three theoretical sources: constructivism, multiple intelligence theory, and semiotics. Each of these sources provides a conceptual lens to examine art integration in the curriculum and the teacher's role in facilitating this instructional process. Participants of this study included two sub-groups at a large university in Saudi Arabia. The first sub-group was preservice teachers of art education. The second sub-group was preservice teachers of mathematics. Quantitative and qualitative results indicated that the IAM workshop had positive impacts on art and mathematics preservice teachers' attitudes and perceptions of IAM. Participants attributed more value to art, were more willing to apply IAM, and felt that there was less barriers for applying IAM. The study also indicated differences between art and mathematics preservice teachers' attitudes towards IAM. The differences were due more to art value than willingness or barriers. After the IAM workshop, mathematics preservice teachers put more emphasis on the importance of art to mathematics, especially with respect to making mathematics a more enjoyable subject.
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Londos, Andreas. "Tal om tal - en undersökning av gymnasieelevers attityd till skolämnet matematik ur ett genusperspektiv." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28756.
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Då det finns skillnader i skolresultat mellan manliga och kvinnliga elever i den svenska grund- och gymnasieskolan undersöks sättet elever talar, beskriver och resonerar kring matematik då det kan påverka inlärningen. Syftet med detta examensarbete var att undersöka gymnasieelevers attityder kring matematik. Tre fokusområden valdes ut för att studera elevernas diskurs, deras attityd till matematik, kontrollfokus och uppfattningar om hur inlärning av matematik sker. En enkätundersökning i pappersform delades ut till 200 elever på en gymnasieskola i en Svensk stad. Resultaten sorterades enligt könstillhörighet och undersöktes efter eventuella samband. Fynden indikerar att deltagarna, oavsett könstillhörighet, hade en starkt negativ bild av skolmatematiken. Vidare, kvinnliga elever hänvisade sina resultat i skolmatematiken till interna faktorer i större utsträckning än externa. Till skillnad från manliga elever som hade en mer jämn fördelning mellan externa och interna faktorer. Både manliga och kvinnliga elever hade en deterministisk uppfattning kring inlärning av skolmatematik, trots att båda grupper identifierade hårt arbete som en viktig faktor för inlärning av skolmatematik. De manliga eleverna hade en deterministisk syn på skolmatematiken då de kände sig maktlösa om de inte var "födda med det". De kvinnliga eleverna hade en deterministisk syn på skolmatematiken då de var mer självkritiska och, på grund av synen av matematik som en mansdominerad arena, står emot att identifiera sig själva som "smarta". Sammanfattningsvis, det visade sig att de tillfrågade gymnasieeleverna har negativa associationer till skolmatematiken, och könsstereotypa uppfattningar om skolmatematiken påverkar både manliga och kvinnliga elever negativt.<br>In light of mathematical achievement disparity between male and female elementary students in Swedish high school, student discourse about mathematics is investigated as a possible key factor. The purpose of this investigation was to examine upper secondary high school students’ attitudes towards learning mathematics. Three measurements were chosen in order to investigate student discourse, attitudes towards mathematics, locus of control and perceptions about the acquisition of mathematical knowledge. 200 student responses from the same upper secondary high school in a Swedish City were collected through a printed survey and analyzed in regards to gender. The findings indicate that the participants, regardless of gender, had a strongly negative attitude towards mathematics. Additionally, female students were more prone to attribute their achievements in mathematics to internal factors whereas male students had a more equal distribution of external and internal. Furthermore, both male and female students were more inclined to have a deterministic idea of mathematical knowledge, in spite of both groups identifying hard work as a key factor for success in mathematics. Arguably, the male students had a deterministic view of mathematics because they felt powerless if they were not “born with it”. On the other hand, the female students possibly had a deterministic view because they were more self-critical of their results and, because of existing discourse about mathematics as a male dominated arena, resist identifying as “smart”. Concluding, it was found that mathematics have strongly negative connotations for high school students, and existing stereotypical discourses limit both male and female students’ possibilities for learning.
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Meyer, Patricia Ann Furey. "A comparative analysis of the value of intrinsic motivation in computer software on the math achievement, attitudes, attendance, and depth-of-involvement of underachieving students." W&M ScholarWorks, 1986. https://scholarworks.wm.edu/etd/1539618275.
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It was the purpose of this study to determine what effect intrinsic motivation in software programs using graphics and non-graphics has on the achievement, attitudes, attendance and depth-of-involvement of 65 underachieving students. The study was conducted in the natural school setting over the period of a semester. Data was collected on three groups, the control group (n = 33), the alternate treatment group in which students were exposed to CAI without the use of graphics as a part of the instruction, and the experimental group in which students were exposed to CAI with graphics for at least 20 minutes three times per week. An ANCOVA was done on the pre and posttest Math Computation scores of the SAT and the pre and posttest weighted raw scores of the Motivation for Schooling subtest of the SAM. An ANOVA was done on attendance data and a measure of depth-of-involvement defined as time-on-task.;Results indicated that there was no statistically significant difference in the academic achievement, attitudes or attendance among the three groups. However, gains in academic achievement did approach statistical significance. Results for the measure of time-on-task did achieve statistical significance indicating greater involvement with graphic programming.;It was concluded that the use of CAI with or without graphics does not substantially improve the achievement, attitudes or attendance of underachieving students significantly more than other intensive remedial instructional techniques.
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Norberg, Amanda, and Sofia Nilsson. "Den gröna trenden : Konsumenters attityder och beteenden kopplat till den ekologiska kosttrenden." Thesis, Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-32506.
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Brar, Navdeep K. "Acculturation and mate selection preferences among Asian-Indians in the United States." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1074529.
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In the psychological literature little has been written about Asian-Indians residing in the United States. Still, previous writers have noted that conflicts between parents and offspring in this population frequently revolve around issues of dating and mate selection. In the current study, I investigated the relationship between acculturation and mate selection preferences among Asian-Indians in the United States. The hypothesis was that respondents who spent their childhood in India would demonstrate Eastern mate selection preferences regardless of degree of acculturation, whereas for respondents who spent their childhood in the United States, acculturation would be predictive of mate selection preferences. Results revealed that generation and acculturation were too highly related to consider them as independent constructs. Therefore, the original hypotheses could not be tested. Factor analysis revealed that the mate selection characteristics loaded onto eight factors. Acculturation was inversely related to emphasis on traditional Eastern social status characteristics in a potential mate. Results are discussed with regard to implications for counseling and future research.<br>Department of Psychological Science
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Miao, Lu-Te, and 苗路得. "A Longitudinal Analysis of the Students’ Math Beliefs and Learning Attitude to Math Academic Achievement." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/03647819174922512196.
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碩士<br>國立臺北教育大學<br>教育經營與管理學系<br>101<br>Students’ math academic achievement is an important topic all the time. According to
many international test results show that Taiwanese students’ math achievements are
very excellent, but with low learning attitude and insufficient self-confidence. At the
same time, many studies indicate that Taiwanese students’ achievement performances
have Matthew Effect. This study involves in a longitudinal study, the junior high
school students’ math beliefs and learning attitude to math academic achievement
performance in Keelung City. Data were collected from The Junior High School
Students Panel Survey built by Professor Fang-Chung Chang (2010). A latent growth
model was employed to analyze the data, using 3,247 samples. The analysis results
are as follows: math beliefs and learning attitude’s initial status have positive
influence on math academic achievement initial status, and math beliefs and learning
attitude’s growth status have positive influence on math academic achievemen t
growth status. Whereas math beliefs and learning attitude’s initial status have no
positive influence on math academic achievement growth status. Additionally, parents’
education level have positive influences on math academic achievement initial status,
but there are no positive influences on math academic achievement growth status.
Eventually, math academic achievement, math beliefs and learning attitude initial
status have negative relations with math academic achievement growth status. Based
on these results, this study provides a number of conclusions and suggestions for
practical applications and future research.
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Fan, Chi-Hsiung, and 樊繼雄. "A Study on the Relationships among Math Cram School Experiences,Math Learning Attitude and Math Learning Achievement of Junior High School Students." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/51588649398305253500.
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碩士<br>國立屏東科技大學<br>技術及職業教育研究所<br>97<br>The purpose of this study is to investigate the situation among math cram school experiences, math learning attitude and math learning achievement of junior high school students as well as to examine the differences among their math cram school experiences, math learning attitude and math learning achievement. Moreover, the researcher examines the possible predictive factors of math learning achievement. The questionnaire-survey is conducted. The subjects are students from Pingtung high school. 801 students are selected from cities, rural area, and remote districts in Pingtung County. The results shows that 439 students, 56.8%, had Math cram school experiences. The data collected are analyzed with descriptive statistics , t-test, One-way ANOVA, Scheffe Post Hoc Comparisons and Multiple Regression Analysis.
The results are as follows:
1. Big-size math cram school is replaced by middle-size one.
2. Students are satisfied with math cram school teaching and have good attitude toward math learning.
3. Students’ math learning attitudes at schools are moderately positive. Among the five aspects, the attitude toward math course is the most positive, while the attitude toward teacher’s teaching is the least positive.
4. The math learning achievement of the subjects is moderately positive.
5. There are significant differences among students with varied background and their math cram school experiences.
6. There are significant differences among students with varied background and their math learning attitudes at school.
7. There are significant differences among students with varied background and their math learning achievement.
8. The main factors which affect students’ math learning achievement are their residency, tuition fee, attitude toward Math learning evaluation, and size of Math cram school.
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Wei-Ming, Lin, and 林偉銘. "A study of student’s math learning effectiveness, attitude toward math, and learning satisfaction in an online tutor environment." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/05796515356388735607.
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碩士<br>輔仁大學<br>資訊管理學系<br>98<br>Along with the development of information technology and world-wide-web, “e-learning” has become a new trend of learning. In the General Guidelines of Grade 1-9 Curriculum of Elementary and Junior High School Education enacted by the Ministry of Education, ‘information learning” has been an important subject of debate. In this study, an online tutoring system was used to help 4 fourth-grade and 6 fifth-grade students for their math learning, and its effects on the student’s learning effectiveness, attitude toward math, and learning satisfaction was observed and discussed. The online tutoring experiment was lasted for a whole semester. Data of attitude toward math was collected with a questionnaire both in the beginning and at the end of the experiment. Math learning satisfaction both in the traditional classroom and in the online tutoring environment were also measured by questionnaires. The learning effectiveness was referring to student’s scores of three written exams administered in the semester. In addition, several personal interviews to students, teachers and tutors were conducted to provide a more thorough understanding of the online tutoring facilitation. Research results showed that: (1) it was hard to tell whether online tutors did facilitate student’s learning effectiveness of math from only a semester experiment. However, it was found student’s calculation skills of math were enhanced. (2) A positive effect on student’s attitude toward math was found after the online tutoring experiment. (3) Students were highly satisfied with the online tutoring system.
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Yang, Hua-Ling, and 楊華玲. "The Effects of Math Cram School on Math Attitude and Math Achievement of the Sixth-grade Students in an Elementary School in Taichung City." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/61423096701584614132.
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碩士<br>國立臺中教育大學<br>數學教育學系在職進修教學碩士學位班<br>98<br>This research aims to discuss current situation and related issues on how the experiences of math cram schools affects sixth grade elementary school students’ math attitude and their math achievement. Took the sixth grade students in a certain elementary school as testees of this research, used self-designed “Experience of Math Cram School and Math Attitude Questionnaire” and “Test of Math Achievement” as research tools, 385 valid questionnaires had been taken, which were analyzed in methodologies such as descriptive statistics, independent samples t-tests, one-way ANOVA, correlation analysis and importance-performance analysis (IPA), etc. Main summary of the result is as below:
I. Above 60% students join math cram schools. Among these 60% students, there are 70% spend more than three hours in math cram schools every week. Mostly, a class in a cram school consists of 2-10 students, and those students’ main purpose is for getting admission to enter their ideal private schools.
II. The students generally tend to show positive and affirmative attitude towards experiences of math cram schools.
III. The students generally perform well on math attitude and math achievement.
IV. Some differences of experiences on cram school exist between students who are different gender and students whose fathers are with different education level; some differences of math attitude exist among students whose father and mother have different educational backgrounds; significant differences of math achievement exist among students whose father have different educational background.
V. On affective aspect of math attitude, students with experiences of cram schools show better attitude than students without experiences of cram schools, and those who join preparatory cram school for preparing to enter junior high school has better attitude than those who are taught by private tutors.
VI. The factors such as experiences of cram school or not, time they spend in cram school weekly, population in a cram school class, and different types of cram schools all can make significant influences on math achievement.
VII. Experiences of math cram schools, math attitude, and math achievement show positive correlation with each other.
VIII. According to Math Cram School Satisfaction Questionnaire, after analyzing by IPA, there is only one item could be “Keep up with the good work” among 11 total items, four items are “Concentrate here”, and six items are “Possible overkill”. This result shows there is still room to improve for supplementary education industry.
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CHIN-PO, CHEN, and 陳錦波. "THE STUDY OF SELECTION CRITERIA AND ATTITUDE OF PRIMARY MATH TEXTBOOK." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/65347910535990936118.
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碩士<br>國立台北師範學院<br>數理教育研究所<br>89<br>Abstract
This study intended to explore the elementary school mathematics selection criteria and teachers’ attitudes when choosing the mathematics textbooks. The aim of the study is to understand the different point towards the importance of the mathematics textbooks criteria held by the math teachers from diverse backgrounds as well as their different level of active participation in the process of choosing textbooks. The results of the study provide further insights for teachers as they choose mathematics textbooks.
The participants of the study were the teachers randomly chosen from each elementary school in Taipei and Keelung City.Teachers were designated from each grade (first grade to sixth grade) in each of schools with the total number of 646 participants. The participating teachers were classified in terms of their background, the size of the schools, the grade level, and the experience of selecting textbooks. The methods of study included literature review, questionnaire study, interviews, and document analysis.
The conclusions of the study are as follows:
I. Current Situation of Mathematics Textbooks Selecting
A. The main school organization for selecting textbook is “Textbook Selection Committee”. The members of committee consist of teachers, and the main selection reference is general criteria.
B. A math textbook had better be used for two or six years, and the same grade had better adopt the same math textbook.
II. Math selection criteria
A. The average score of each criteria is 4.5. It means each criteria is important to teachers and teachers are very agree with scholars and experts’ insight.
B. Teachers from three diverse backgrounds show no significant difference about the importance of the mathematics textbooks criteria.
C.The most important criteria are correctness, matching, concept development, teaching tools, homework, and teaching guidelines.
The least important criteria are issues about the differences of sex, race, regions ; human rights, environmental protection, and the reputation of the publisher .
III.Attitudes towards Mathematics Textbooks Choosing
A. The order of teachers’ attitude in the selecting process is 1.during selection 2.after selection 3.before selection.
B. The attitude of teachers from diverse backgrounds show significant differences. Teachers in large size schools are better than those in small ones, the first grade level are better than the sixth , and those who have more experiences in selecting textbooks are better than those without.
IV. Suggestions
Teachers need to be familiar with the criteria for choosing mathematics textbooks, and to play an active role in choosing textbooks. Schools provide enough support for teachers to do their best job when choosing textbooks, and encourage teachers to attend training workshops pertaining to textbook choosing to advance their knowledge and competence. The education authority concerned provide appropriate selecting guidelines for teachers’ references. Seminars are to be held to illuminate the structure and rationales of the textbook design. Various channels are to be built up to strengthen the communication between teachers and publishers. Enhance perspective teachers and current teachers’ competence of evaluating and choosing textbooks. Set textbook choosing and evaluation standards of each school subject as references for school administration.
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Chen, Wei-Hung, and 陳偉浤. "A Study on the Relationships among Math Cram School Experiences,Math Learning Attitude and Math Learning Achievement of Taichung Municipal Kuang Rong Junior High School Students." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/37124186310251749949.
Full textAbstract:
碩士<br>中華大學<br>應用統計學系碩士班<br>100<br>This study aims to realize the current situation of junior high students’ experiences in the after school mathematics lesson attitudes toward math learning and math learning achievement. Moreover, it looks into the experiences of after school mathematics lesson, learning attitude toward math, differences of learning achievements in math and pre-test outcome of learning achievement among students of different background. The present study uses the method of questionnaire. Means of data-collection include background knowledge of the testers, experiences Inventory of math cram school, and learning attitude scale of math learning at school. Totally 323 questionnaires are given to randomly chosen 10 classes of 9th grade students in Kuang Rong Junior High School, Taichung City, and 315 questionnaires are collected, with 310 valid ones, to reach 95.9% validity. Among them, 213 students do attend cram schools, which constitute 68.7% among all valid questionnaires. The collected data are analyzed through the number of percentage, t-test, One-way ANOVA Analysis, Scheffe Post-hoc comparison method and Regression Analysis. Significant findings are as follows:
First, there were significant differences in some of the students’ experiences of math cram school with different backgrounds.
Secondly, there were significant differences in some of the students’ overall learning attitudes at school with different backgrounds.
Thirdly, there were significant differences in some of the students’ math learning achievement with different backgrounds.
Fourthly, area of residence, tuition of cram school, attitude toward tests, and the number of students in cram school are the factors affecting learning achievement in math the most.