The Relationship Between Reasoning, And Emotional Intelligence In Social Interaction With Mathematics Achievement

The objectives of this research are to determine the relationship between reasoning, and emotional intelligence in social interaction with mathematics achievement. The survey was conducted at SLTP 5 Yogyakarta, Indonesia with 90 respondents selected by random sampling. The study reveals that there are positive relationship between: (a) reasoning and mathematics achievement; (b) emotional intelligence in social interaction and mathematics achievement. Together, there is a positive relationship between reasoning, and emotional intelligence in the social interaction with mathematics achievement. Key words : Emotional Intelligence, Mathematics Achievemen

Gender differences in mathematics and integrated science achievement among junior secondary school students

Purpose – This study examined gender differences in Mathematics and Integrated Science achievement among the Junior Secondary School students with particular interest on the interaction effect of gender and school type on students’ achievement. Method – The study adopted an ex-post facto research design and generated data from an inventory from the statistics unit, Ministry of Education, Ado Ekiti, Nigeria Public Junior Secondary Schools(JSS). The inventory requested among other things, data on the Junior Secondary School Certifi cate Examinations (JSSCE) in Mathematics and Integrated Science over a two year period. Findings – The study revealed that, signifi cant difference was detected in students’ Science achievement; no signifi cant difference between male and female students in private and public schools; a strong interaction effect were detected between gender of the students, the type of school attended and achievement of students in Mathematics and Integrated Science; the average achievement gap of male and female students irrespective of the school type is statistically significant in both Mathematics and Integrated Science, also, the strength of relationship between the gender of the students and the type of school attended is slightly stronger in Integrated Science than Mathematics. Value – The possible implications for the study is discussed and addressed to the government and other stakeholders in education

An Experiment Of Mathematics Teaching Using SAVI Approach And Conventional Approach Viewed From The Motivation Of The Students Of Sultan Agung Junior High School In Purworejo

The objective of this research is to investigate whether Mathematics teaching using SAVI approach can make better achievement in learning Mathematics than conventional approach viewed from the student’s motivation of Sultan Agung Junior High School in Purworejo on the circle material. This research is a quasi experimental research with 2×3 factorial design. The subject of the research is the 8th-grade students of Sultan Agung Junior High School in Purworejo in the academic year 2010/2011. The sample of this research are 60 students which consist of experimental group and control group. The data were collected by using test of learning achievement in Mathematics and a questionnaire of student’s motivation. The test instruments were validated by expert. In the pre-requisite test, analysis variance precondition test using Liliefors test for normality and Bartlett test for homogeneity test. With ∝ =0,05, samples come from normal distributed population and homogeneous. The hypothesis testing using two-way ANAVA with different cell with α = 0,05. It shows: (1) Fc = 4.378 > Ft = 4.024, it means Mathematics teaching using SAVI approach gives a better achievement in learning Mathematics than using conventional approach; (2) Fc =20.822 > Ft= 3.174, it means the achievement in learning Mathematics of the students who have higher motivation is better than those who have lower motivation; and (3) Fc = 1.617 < Ft = 3.174, it means the difference characteristic between the Mathematics teaching using SAVI approach and conventional approach for every students’ motivation in learning Mathematics is the same. Key Words: Mathematics Teaching, SAVI, Motivatio

Generalizibility of instructional and school effectiveness indicators across nations

In a secondary analysis of the data base of the IEA second mathematics study, the association of school and instructional characteristics with mathematics achievement within and across 17 countries at the school and student level was investigated. The results indicate consistent positive associations of the factors ‘high expectations of pupils' progress’ and ‘opportunity to learn’ with achievement. Other factors, known from the literature on school and instructional effectiveness, showed more moderate and less consistent effects. The results of this study further indicate that, in each country, considerably more variance in pupils' mathematics achievement lies between classes than between schools when school and class are treated as independent variance components. It was established that specific variables defined at the class level explain more variance than specific variables defined at the school leve

Measuring mathematical resilience : an application of the construct of resilience to the study of mathematics

To meet the challenge of accelerating demands for quantitative literacy in the work force, improvements are needed in mathematics education. Student skill must be increased at all ability levels while also reducing the achievement gap across gender, racial and ethnic groups to increase their participation in advanced mathematics coursework and representation in mathematics related careers (National Mathematics Advisory Panel, 2008). Research has shown that affective traits such as motivation and attitude are linked to increased likelihood of taking advanced mathematics courses (Ma, 2006) and are significant predictors of improved cognitive activity and achievement (Buff, Reusser, Rakoczy,& Pauli, 2011; Ethington & Wolfe, 1986). In addition, males generally score more favorably than females on affective variables related to mathematics achievement and persistence (McGraw, Lubienski, & Strutchens, 2006; Sherman & Fennema, 1977; Wilkins and Ma, 2003). Although psychological resilience has been researched extensively (Luthar, Cicchetti, & Becker, 2000; Luthar, 2007) the study of mathematical resilience, defined as a positive adaptive stance to mathematics which allows students to continue learning despite adversity, represents a new approach (Johnston-Wilder & Lee, 2010; Rivera & Waxman, 2011). Math anxiety looks at maladaptive response to learning mathematics and is well-studied (Hembree, 1990; Richardson & Suinn, 1977; Tobias, 1978). In contrast, resilience incorporates factors associated with optimal functioning. Although mathematical resilience has been identified as important for success (Johnston-Wilder & Lee, 2010; Rivera & Waxman, 2011), little consensus exists around its definition and no measures of resilience have been rigorously developed and/or validated. Rivera & Waxman (2011) identified the use of teacher nomination of resilient students as a limitation of their study, further motivating development of an instrument. This presentation will report on efforts to develop and validate an instrument measuring mathematical resilience. Ultimately, the measure will aid in developing and testing models that gauge the role of mathematical resilience in student achievement and persistence in advanced coursework. These models can be used to develop interventions to improve mathematical resilience, achievement, and quantitative literacy (Johnston-Wilder & Lee, 2010)

Mathematics achievement gaps between suburban students and their rural and urban peers increase over time

In this brief, authors Suzanne Graham and Lauren Provost examine whether attending a school in a rural, urban, or suburban community is related to children’s mathematics achievement in kindergarten, and whether increases in mathematics achievement between kindergarten and eighth grade differ for children in rural, urban, and suburban schools. They also consider whether achievement differs by region of the country and for children of different racial and ethnic groups. Finally, they discuss the impact of a family’s socioeconomic status, and the ways in which place and socioeconomic status together affect both early mathematics achievement levels and change over time. They report that rural and urban kindergarten students have slightly lower average mathematics achievement levels than their suburban peers. In addition, the average increase in mathematics achievement from kindergarten to eighth grade for rural and urban children is smaller than the increase for suburban children, resulting in a widening achievement gap over time

Eksperimentasi Model Pembelajaran Kooperatif Tipe Teams Games Tournament (Tgt) Dan Tipe Numbered Heads Together (Nht) Pada Materi Persamaan Dan Pertidaksamaan Kuadrat Ditinjau Dari Kecemasan Matematika Siswa Kelas X SMA Negeri Se-kabupaten Ponorogo

The purpose of this study was determine the effect of the learning models TGT, NHT, and direct learning model on mathematics learning achievement viewed from the students mathematics anxiety. This research was quasi experimental research with a 3x3 factorial design. The study population was all tenth grade students of Senior High Schools in Ponorogo district. The data analysis technique used was the two-way ANAVA with unbalanced cell. The results could be concluded as follows. 1) Students who were treated with the cooperative model of TGT and NHT have equal mathematics achievement, students who were treated with the cooperative model of TGT got better achievement than students treated by direct learning, in addition students who were treated with the cooperative models of NHT and direct learning have equal mathematics achievement, 2) Students with low and average mathematics anxiety got mathematics achievement better than students with high mathematics anxiety, then students with low mathematics anxiety got mathematics achievement better than students with average mathematics anxiety, 3) In each mathematics anxiety category, students who were treated with the cooperative model of TGT and NHT have equal mathematics achievement, students who were treated with the cooperative model of TGT got better achievement than students treated by direct learning, in addition students who were treated with the cooperative model of NHT and direct learning have equal mathematics achievement, 4) In each learning models, students with low and average mathematics anxiety got mathematics achievement better than students with high mathematics anxiety, then students with low mathematics anxiety got mathematics achievement better than students with average mathematics anxiety

KEMAMPUAN BERPIKIR ABSTRAK DAN PENGARUHNYA TERHADAP PRESTASI BELAJAR MATEMATIKA SISWA KELAS VIII SMP MUHAMMADIYAH 06 DAU

In the inside of every student absolutely have abstract thought competency that will give influence toward the successfulness of learning process. Abstract thought competency is a challenge for educational institution giving more attention toward student competency in education. Moreover, it is a well known issues that this competency is one of the determiner of student achievement in learning Mathematics, there had been many researches which held to support that any significant effect between abstract thought competency and student achievement in Mathematics. This research is concerned to know the effect of abstract thought competency toward student achievement in learning Mathematics, while abstract thought competency is as independent variable and student achievement in learning Mathematics is as dependent variable. The data collection of abstract thought competency is taken from competency test and student achievement is taken from the result of tests in learning Mathematics.. The methodology of this research used quantitative approach which asks for the entire 8th grade students contribution of SMP Muhammadiyah 06 Dau as research population. This consists of 61 students was chosen by random sampling technique, then 30 students as the sample. The data collection technique using in this research was by tests, abstract thought competency test (A3) and student achievement test in learning Mathematics. The researcher analyzed the data by using Chi-Square Test and SPSS 14 version. According to the result of the analysis, the researcher found that the abstract thought competency for almost all of the students at 8th grade of SMP Muhammadiyah 06 Dau is in low level with the percentage was 70 percent and student achievement in learning Mathematics was also in low level with the percentage was 56,67 percent. In short, there is a significant effect which in medium level, between abstract thought competency and student achievement in learning Mathematics. Therefore, based on the finding, the researcher suggests to all of teachers or institutions concerning of education in SMP Muhammadiyah 06 Dau to create the atmosphere of learning process that possible to develop the abstract thought competency of 8th grade students. Then, there is a hope for other educational researcher to continue the following research about factors which influence the student achievement in learning Mathematics, by using others variables such as intelligence level factor, fear factor, anxious and social relationship that might increase the student achievement

Maori preservice primary teachers’ responses to mathematics investigations

There has been concern for some years about the low mathematics achievement of Maori students in New Zealand. This case study reports on the responses of 18 Maori preservice teachers to investigative approaches to learning mathematics during their compulsory Year 1 mathematics education course, as a possible aid towards helping improve the achievement level of Maori in mathematics

Eksperimentasi Model Pembelajaran Kooperatif Tipe Numbered Heads Together (Nht) Dan Roundtable Terhadap Prestasi Belajar Matematika Ditinjau Dari Aktualisasi Diri Siswa SMP Negeri Di Kabupaten Magelang

The aim of this research was to determine the effects of learning models on mathematics achievement viewed from the students' self-actualization. The learning models compared were conventional model, cooperative learning model NHT type and RoundTable type. The type of this research was quasi-experimental research. The population was the 8th grader students of the state junior high school in Magelang regency on academic year 2012/2013. The instruments used were mathematics achievement test and questionnaire. The data were analyzed using unbalanced two way ANOVA. The research conclude as follows. (1) Students' mathematics achievement using cooperative learning model with Roundtable type, have better students' mathematics achievement than the ones who use both cooperative learning model with NHT type and conventional learning model, while students mathematics achievement using either NHT or conventional learning model showed similar good result.(2) Students' mathematics achievement of students who have a high self-actualization is better than students who have both medium and low self-actualization while students who have either medium and low self-actualization have similar good mathematics achievement. (3) In the conventional learning models and cooperative learning model with NHT type, students who have high, medium and low self-actualization have similar mathematics achievement. While in the RoundTable cooperative learning model, students who have high self-actualization produce better mathematics achievement than students who have medium and low self-actualization while either students who have medium self-actualization or students who have low self-actualization have similar good mathematics achievement. (4) On students with high levels of self-actualization, the students' mathematics achievement using RoundTable type of cooperative learning have better students' mathematics achievement than by using conventional learning models while by using either NHT type of cooperative learning or conventional learning models produce the similar good mathematics achievement. However, the students who have medium and low self-actualization by using conventional learning model, cooperative learning model NHT and RoundTable have similar good mathematics achievement