Journal of Mathematics and Science Teacher最新文献_第2页

Mediation and moderation effects of motivation and teaching quality on the relationship between peer tutoring and mathematics achievement 动机与教学质量对同伴辅导与数学成绩关系的中介与调节作用

Journal of Mathematics and Science Teacher Pub Date : 2023-07-01 DOI: 10.29333/mathsciteacher/13166

Samuel Kwaku Boadu, Y. Arthur, E. Bonyah

{"title":"Mediation and moderation effects of motivation and teaching quality on the relationship between peer tutoring and mathematics achievement","authors":"Samuel Kwaku Boadu, Y. Arthur, E. Bonyah","doi":"10.29333/mathsciteacher/13166","DOIUrl":"https://doi.org/10.29333/mathsciteacher/13166","url":null,"abstract":"Purpose: This study explored the mediation and moderation effects of motivation (M) and teaching quality (TQ) on the relationship between peer tutoring (PT) and mathematics achievement (MA).\u0000Design/methodology/approach: The study adopted a descriptive survey, which comprised of 350 samples of students in Kumasi Senior High Technical School and Kumasi Academy Senior High School. Preliminary analyses, including confirmatory factor analysis, convergent validity, discriminant validity, and internal consistency (Cronbach’s alpha) were estimated before the main model estimation. To test the various hypotheses, Amos (v.23) was used to do structural equation modelling.\u0000Findings: The study concluded that PT partially mediate MA through M. TQ showed moderating effect on relationship between PT and MA. PT however, had significant positive effects on M.\u0000Research limitations/implications: The researcher only looked at the mediation and moderation effects of M and TQ of the relationship between PT and MA in senior high schools. The study also relied on descriptive survey data, which may not be suitable for causal analysis. Future research should, however, consider longitudinal data.\u0000Practical implication: The study informed teachers teaching mathematics and in other different programs to be equipped with knowledge of how students perceive mathematics so as to select the appropriate teaching approach to influence their interest and belief in the study of mathematics.\u0000 Originality/value: There are studies by some researchers combining these variables under study with other factors to influence students’ achievement however, little attention was on the effect on PT on M.","PeriodicalId":343598,"journal":{"name":"Journal of Mathematics and Science Teacher","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125238827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Teacher-student relationship and students’ mathematics achievement: Mediating roles of students’ perception of mathematics, students’ self-efficacy, and cooperative learning strategies 师生关系与学生数学成绩:学生数学知觉、学生自我效能感和合作学习策略的中介作用

Journal of Mathematics and Science Teacher Pub Date : 2023-07-01 DOI: 10.29333/mathsciteacher/13193

Joseph Bekoe Appiah, Y. Arthur, F. Boateng, Emmanuel Akweittey

{"title":"Teacher-student relationship and students’ mathematics achievement: Mediating roles of students’ perception of mathematics, students’ self-efficacy, and cooperative learning strategies","authors":"Joseph Bekoe Appiah, Y. Arthur, F. Boateng, Emmanuel Akweittey","doi":"10.29333/mathsciteacher/13193","DOIUrl":"https://doi.org/10.29333/mathsciteacher/13193","url":null,"abstract":"The study examined the mediating roles of students’ perception of mathematics, students’ self-efficacy and cooperative learning strategies in the relationship between teacher-student relationship and students’ mathematics achievement in all the senior high schools at Atwima Nwabiagya North District. The study was carried out using the descriptive survey design. The target population was second-year students. Through purposive, proportionate stratified, and simple random sampling techniques, questionnaires were administered to 346 second year students, however, 320 questionnaires were returned. The data collected were analyzed using structural equation model with bootstrap samples. It was found that teacher-student relationship was significant negative predictor of students’ mathematics achievement. The study also discovered that, students’ perception of mathematics, students’ self-efficacy and cooperative learning strategies were partially mediated the relationship between teacher-student relationship and students’ mathematics achievement. It was suggested based on the findings that mathematics teachers should be mindful of their relationship with the students, employ varieties of techniques when dealing with students with bad perception of mathematics and also consider the kind of collaborative learning techniques to be adopted in order to accelerate students’ mathematics achievement.","PeriodicalId":343598,"journal":{"name":"Journal of Mathematics and Science Teacher","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127186669","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Improving students’ performance and conceptual understanding of heat transfer using demonstration method 运用示范方法，提高学生的表现及对传热概念的理解

Journal of Mathematics and Science Teacher Pub Date : 2023-07-01 DOI: 10.29333/mathsciteacher/13164

Bernice Awudi, Samuel Danso

引用次数: 0

Algebra word problem difficulties: A case study in Tema Education Metropolis in Ghana 代数应用题难度:以加纳Tema教育大都市为例

Journal of Mathematics and Science Teacher Pub Date : 2023-03-30 DOI: 10.29333/mathsciteacher/13133

引用次数: 0

The species problem in evolution education 进化教育中的物种问题

Journal of Mathematics and Science Teacher Pub Date : 2023-03-26 DOI: 10.29333/mathsciteacher/13120

Miltiadis Manikas, I. Leonardos, K. Sotiropoulos, K. Plakitsi

引用次数: 0

A cognitive aspect on substitution in problem solving in mathematics 数学解题中代换的认知层面

Journal of Mathematics and Science Teacher Pub Date : 2023-03-16 DOI: 10.29333/mathsciteacher/13085

T. Lingefjärd

引用次数: 0

Teaching mathematics for social justice: The challenges and the prospects in the Ghanaian senior high schools 面向社会正义的数学教学:加纳高中的挑战与前景

Journal of Mathematics and Science Teacher Pub Date : 2023-03-15 DOI: 10.29333/mathsciteacher/13082

Seth Amoako Atta, E. Bonyah

引用次数: 2

Effect of mnemonics enhanced tutorial on chemistry education students’ achievement and mindfulness in a university 记忆法强化教学对大学化学教育学生成绩和正念的影响

Journal of Mathematics and Science Teacher Pub Date : 2023-03-14 DOI: 10.29333/mathsciteacher/13073

V. Babalola

{"title":"Effect of mnemonics enhanced tutorial on chemistry education students’ achievement and mindfulness in a university","authors":"V. Babalola","doi":"10.29333/mathsciteacher/13073","DOIUrl":"https://doi.org/10.29333/mathsciteacher/13073","url":null,"abstract":"This study elicits the effect of mnemonics tutorial method (MTM) on academic achievement and mindfulness among chemistry education students of Yusuf Maitama Sule University, Kano. Quasi-experimental design was employed. The University has 1,002 chemistry education students, which formed the study population. However, intact class of level 200 containing 250 students with an average age of 20 years was sampled for the study. Five-facet mindfulness questionnaire with the reliability coefficient of 0.85 and the students’ academic records were used as data collection instruments. Research questions were answered through mean and standard deviation while the hypotheses were tested using t-test and analysis of variance. By the end of level 200, MTM was found to have improved the students’ academic achievement, saved over 50% of the students on probation from dropping out of the university and drastically increased students’ mindfulness. Consequently, MTM is hereby recommended for the teaching of chemistry education students not only in Nigerian universities, but globally to save the students on probation from becoming a university’s drop-outs.","PeriodicalId":343598,"journal":{"name":"Journal of Mathematics and Science Teacher","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128104107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The evaluation of GAENE 2.1 in Greek students 希腊学生GAENE 2.1的评价

Journal of Mathematics and Science Teacher Pub Date : 2023-03-14 DOI: 10.29333/mathsciteacher/13069

Miltiadis Manikas, Ioannis Leonardos, K. Plakitsi, K. Sotiropoulos

引用次数: 0

Effect of visual-based instruction on elementary pre-service teachers’ conceptual understanding of fractions 视觉化教学对小学职前教师分数概念理解的影响

Journal of Mathematics and Science Teacher Pub Date : 2023-03-12 DOI: 10.29333/mathsciteacher/13063

Joseph Saili, E. Samuel, Angel Mukuka

{"title":"Effect of visual-based instruction on elementary pre-service teachers’ conceptual understanding of fractions","authors":"Joseph Saili, E. Samuel, Angel Mukuka","doi":"10.29333/mathsciteacher/13063","DOIUrl":"https://doi.org/10.29333/mathsciteacher/13063","url":null,"abstract":"Research from different settings show that many elementary school teachers lack a deep conceptual understanding of fractions. A quasi-experimental research was carried out to determine the effectiveness of visual-based instruction on elementary pre-service teachers’ (PST) conceptual understanding of fractions. Data from 97 first-year PSTs at a college of education were collected using an achievement test on the concepts and operational procedures of fractions. Test scores were analysed using descriptive statistics, and the independent samples t-test. The average change in performance from the pre-test to the post-test was assessed using a normalized gain g for each instructional approach. While the difference was not statistically significant, the computed normalised gains show that the visual-based instruction yielded better results than the traditional lecture method. These findings demonstrate a need for raising awareness among pre-service and in-service elementary school teachers on the effectiveness of visual-based instructional approaches for enhancing learners’ understanding of fractions.","PeriodicalId":343598,"journal":{"name":"Journal of Mathematics and Science Teacher","volume":"83 6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130987850","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1