Achievement in Mathematics in Grades 9 and 11 in Limpopo Province of South Africa: Introduction of a Problem-Based Approach.
800 students in Grades 9 and 11 of schools in the Central Region of the Limpopo Province of South Africa completed the Study Orientation Questionnaire in Mathematics. Mean age in Grade 11 was 17.5 yr. (SD=1.4) and in Grade 9 15.1 yr. (SD=1.2). Intervention was aimed at teachers and students in this...
| Publicado en: | Psychological Reports Vol. 97; no. 3; pp. 732 - 737 |
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| Autores principales: | , |
| Formato: | Artículo |
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Ammons Scientific, Ltd.
December 2005
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=507843969&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 507843969 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00332941 PSR jtl: Psychological Reports issn: 00332941 maglogo: N pubinfo: dt: December 2005 vid: 97 iid: 3 pid: 726 pub: Ammons Scientific, Ltd. artinfo: ui: 507843969 10.2466/PR0.97.7.732-736 ppf: 732 ppct: 5 formats: tig: atl: Achievement in Mathematics in Grades 9 and 11 in Limpopo Province of South Africa: Introduction of a Problem-Based Approach. aug: au: Maree, Jacobus G. Molepo, Jacob M. su: Academic achievement Mathematics education English language High school students South Africa sug: subj: South Africa Academic achievement Mathematics education English language High school students ab: 800 students in Grades 9 and 11 of schools in the Central Region of the Limpopo Province of South Africa completed the Study Orientation Questionnaire in Mathematics. Mean age in Grade 11 was 17.5 yr. (SD=1.4) and in Grade 9 15.1 yr. (SD=1.2). Intervention was aimed at teachers and students in this group. Teachers in the trained group received training in a problem-based approach to teaching and learning in mathematics and introduced these principles into their classes. Analysis of variance on the differences between post- and pretest scores of the six subscales and the marks in mathematics and English yielded no effects for grade, sex, or grade after 6 mo. Pearson correlations for students in Grade 11 were positive between study orientation and achievement in mathematics. Improving teachers' training and expertise, transforming disadvantaged learning environments, and developing necessary formal and informal mathematical knowledge seem both essential and difficult. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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