The Relationship of the Dimensions of Perceived Teaching Style with Students’ Mathematics Achievement and Self-Efficacy
Sedigheh Saravani, Afsaneh Marziyeh, Hossein Jenaabadi
pp. 99-109 | Article Number: iejme.2017.001
The objective of the present study was to determine the relationship of the dimensions of perceived teaching style with students’ mathematics achievement and self-efficacy. To this end, among 432 individuals considered as the statistical population, a corpus of 205 third grade high school students studying mathematics and physics in public high schools in Zahedan in the academic year 2014-2015 was selected based on gender using the stratified random sampling method. The Teacher as Social Context Questionnaire (Belmont et al., 1992) and the Mathematics Self-Efficacy Scale-Revised (Betz & Hackett, 1983) were completed by the subjects and the mean scores on geometry, arithmetic, and algebra were used as indicators of mathematics achievement. To analyze the obtained data, both descriptive (frequency, mean, and standard deviation) and inferential statistics (the Pearson correlation coefficient, simultaneous regression analysis, and one-sample t-test) were applied. The results indicated that the dimensions of perceived teaching style (autonomy support, structure, and involvement) were related to mathematics achievement and self-efficacy and were able to significantly predict them. Finally, the results of the t-test demonstrated a difference between the males and females with regard to self-efficacy; however, no difference was found between them in terms of mathematics achievement.
Keywords: Dimensions of Teaching Style, Self-Efficacy, Mathematics Achievement, Mathematics Self-Efficacy, Self-Determination Theory
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Mathematics Teachers’ Perception of Using Social Media in Their Teaching in Tabuk, Saudi Arabia
Abdullah Suliman Albalaw
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The purpose of this study was to discover the status of social media use among mathematics teachers in the classroom, determine their perception of using social media in teaching, and to discover the differences among participants’ responses based on gender, experience, and the level at which they teach. A survey was designed with two domains: the usability of social media, and the importance of using social media. The sample for the study was 142 mathematics teachers (82 male and 60 female) teaching at different schools in Tabuk, Saudi Arabia. The findings refer to moderate use of social media among teachers, who sometimes use it in their teaching with no specific target; however, they believe in the importance of using social media in their teaching and perceive it positively. Moreover, findings revealed that in both domains, the participants means differ significantly, favoring female teachers over male teachers; however, there was no significant difference among participants in either domain in relation to experience or level of school taught.
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High School Students and their Perception of Financial Institutions: An Empirical Study in Xalapa, Veracruz
Teresa Zamora-Lobato, Arturo Garcia-Santillan, Elena Moreno-García, Jose Satsumi Lopez-Morales & Jessica Ramos-Hernandez
pp. 133-143 | Article Number: iejme.2017.003
The purpose of this study is to analyze the perception of high school students from Xalapa, Veracruz, towards six variables related to financial education: savings, investments, pensions, credits, debts, expenses and budgets. For the field activity, we designed an instrument and applied it to 401 enrolled students at the moment of the survey. The data were analyzed through exploratory factor analysis. It is concluded that high school students have a positive perception of financial institutions and the products they offer.
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A Model to Manage Debt through Equivalent Equations
Arturo Garcia-Santillan, Carlos Rojas-Kramer, Francisco Venegas- Martinez & Jose Satsumi Lopez-Morales
pp. 145-153 | Article Number: iejme.2017.004
Companies often face conditions of illiquidity, which leads them to positions of default with creditors and suppliers. This leads to the need for debtors to restructure the debt with its creditors. This article presents a proposal for debt restructuring in a hypothetical scenario by applying equivalent equations. The results show that, under the new payment scheme, the creditor will receive an added profit, and the debtor will get more time to pay, allowing him for better cash flow and working capital management, and for generating best indicators of solvency and liquidity.
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The Improvement of Mathematical Spatial Visualization Ability of Student through Cognitive Conflict
Wati Susilawati, Didi Suryadi & Jarnawi A. Dahlan
pp. 155-166 | Article Number: iejme.2017.005
The relevance of cognitive conflict is the most controversial issue in mathematical geometry which becomes the most difficult unit to teach in all educational levels. Low mastery of geometry subject is not only identified among Indonesian student teachers but also those in some developed countries like the United States. This study investigates: The improvement of spatial visualization ability between students who are exposed to cognitive conflict strategy and those taught by expository seen from: overall student sample, and levels of prior mathematical knowledge. The interaction between learning types and categories of prior mathematical knowledge on the improvement of spatial visualization ability. The difficulties encountered by students in completing spatial visualization questions. This study used a mixed-method of experimental pre and posttest control group design that involved 73 student teachers at university in Bandung Indonesia as samples. Study findings show that: The mathematical spatial visualization ability of students who are exposed to cognitive conflict strategy has higher improvement level than students who are exposed to expiratory teaching based on overall and prior mathematical knowledge. There is an interaction between learning types and prior mathematical knowledge on the improvement of spatial visualization ability, thus students’ difficulties in completing the spatial visualization questions can be minimized. Unlike previous studies which claim that cognitive conflict occurs during cooperative collaboration, this study argues that such conflict happens at cooperative exploration stage.
Keywords: cognitive conflict strategy, spatial visualization, cooperative collaboration
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Improvement of Quality, Interest, Critical, and Analytical Thinking Ability of Students through the Application of Research Based Learning (RBL) in Introduction to Stochastic Processes Subject
pp. 167-191 | Article Number: iejme.2017.006
The ability to think critically and analytically is one of the main competencies expected of a learning process in higher education institution, especially in science area. A scientist should be able to explore a problem, choose the appropriate method, obtain the solutions, and communicate their analysis correctly. To support these outcomes, we need appropriate method so that student’s skills in scientific thinking can be realized. In this study we offered a method to improve the quality, interest, and student’s ability to think critically and analytically through the implementation of Research Based Learning (RBL). This method trains the students to conduct research on an issue in real life. The object of the research is students majoring in Department of Statistics Islamic University of Indonesia taking the course Introduction to Stochastic Processes in second semester of the 2015/2016 academic year. The results indicate that around 89.41% of students were satisfied and interested in RBL learning system, the average scale of the student’s final mark is 3.3 out of 4, and 84.44% of students were able to conduct a research with scientific framework. We conclude that this learning method significantly improve student achievement and provide satisfaction and student interest in following the course.
Keywords: Analytical, critical thinking, Introduction to Stochastic Processes, Research Based Learning
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The Perceptions of Teachers and Students on a 21st Century Mathematics Instructional Model
Steve Warner & Abtar Kaur
pp. 193-215 | Article Number: iejme.2017.007
Facilitating learning at all levels of the education stratum to create effective 21st Century knowledge creators, inventors and innovative workers is increasingly recognized today as a primary objective of education. Presently, the rapid expansion and availability of knowledge indicates the importance of curriculum and instructions that will empower learners to process knowledge using learner centered strategies rather than merely memorizing facts infused by facilitators. The study applied a qualitative research design. Interviews were completed on teachers and students to determine their perceptions on the effectiveness of the 2T2C model. Teachers’ perceptions indicated that they gained a better perspective from the teaching and learning classroom environment; high-order questioning and thinking were accomplished; the relationship between mathematics through real-world questions was realized by students; communication improved through planned cooperative and collaboration sessions; the use of technology as a resource both in and out of class provided a framework for communication and thinking; and students’ confidence and self-efficacy improved as they took responsibility for their learning. This paper presents how the 2T2C Model was conceptualized and reports on teachers’ and students’ perceptions on the model.
Keywords: 21st century skills, social learning, collaborative strategies, critical thinking, creative thinking, instructional strategies
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