related literature and studies.docx

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RELATED LITERATURE AND STUDIES

FACTORS AFFECTING MATHEMATICS PERFORMANCE OF LABORATORY HIGH SCHOOL STUDENTS AT

LAGUNA STATE POLYTECHNIC UNIVERSITY ACADEMIC YEAR 2009-2010

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INTEREST

Norma Presmeg (2002) Educational Studies in Mathematics presents new ideas and

developments of major importance to practitioners working in the field of mathematical education. It

reflects both the variety of research concerns within the field and the range of methods used to study

them. Articles deal with didactical, methodological and pedagogical subjects, rather than with specific

programs for teaching mathematics. The journal emphasizes high-level articles that go beyond local or

national interest.

Fulk (2002) stated that students with sequencing difficulties need help to maximize their

engagement and improve their retention of learning use humor, unexpected introduction and various

other attention grabbers to stimulate students interest in the lesson.

http://www.springerlink.com/content/08272762649018lx/. In this article, present results of an

empirical study with 500 German students of grades 7 and 8. The study focused on students'

mathematics achievement and their interest in mathematics as well as on the relation between these

two constructs. In particular, the results show that the development of an individual student's

achievement between grade 7 and grade 8 depends on the achievement level of the specific classroom

and therefore on the specific mathematics instruction Interest in mathematics could be regarded a

predictor for mathematics achievement Moreover, our findings suggest that the students show hardly

any fear of mathematics independent of their achievement level. Hanson, Katherine (2008) stated thatan exploration of girls learning styles, attitudes, and behaviors in math classes that also shows the

importance of analyzing the curriculum and attitudes of teachers when attempting to understand girls

relation to math. It attempts to discover ways to increase girls interest and achievement in math. It

concludes with 15 practical recommendations for the improvement of math education for girls. >Davis-

Kean (2000) analyzed how parents' values and attitudes affect children's math performance and later

interest, and how these attitudes vary by the child's gender. They used data from a longitudinal study of

more than 800 children and a large group of their parents that began in 1987 and continued through.

STUDY HABITS

Steinberger & Wagner (2005) distinguishes more simply among three intelligences; theacademic-problem solving; the practical intelligence; and creative intelligence; all these three have

peculiar influence to performance. Success in study does not depend on ability and hard work but also

on effective methods of study. Individualized method of studying is adopted by every individual student,

thus, a good study habit will mean the ability to learn and make use of what one is reading or studying.

Study skills when properly embedded will help students understand their own potentials for intellectual

growth and self-direction. It is for this reason that the strategies of proper study habits among students
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should be given emphasis. Simmons (2002) note that " good writing spawns from a close understanding

of text and great writing result from an interactive analysis and fluency with our reading." He adds that

inadequate writing is a direct result of inadequate reading and studying. Postgraduate students are

scholars in training and have the responsibility of becoming prolific and critical writers in their disciplines

and careers. The spirit of responsibility and integrity are vital to the study habits of postgraduate

students. Richardson et al (2000) compared college students who are deaf and hard of hearing in

mainstreamed classes with hearing peers. In both studies, the students who are deaf had comparable

study behaviors to those of their hearing peers. Similarly, both studies employed a survey design that

precluded the researchers from obtaining in-depth knowledge of participants' skills, and in particular,

their use of notes as a study text. These studies are similar to several others that attempt to survey the

study habits of normal hearing students. Aquino (2003) pointed out that study skills can be taught

effectively only after identifying students areas of weakness and levels of achievement is appropriate to

their grade level can be provided with development (or enrichment) exercises, which will enable them

to become more proficient in the skills they have already acquired or which will help them learn new

ideas. Fielden (2004) states that good study habits help the student in critical reflection in skills

outcomes such as selecting, analyzing, critiquing, and synthesizing.

PERSONALITY TRAITS

Rohwes W. Jr. et al. as cited by Sainz (2000) further discussed the teachers need to find ways of

determining whether or not her instruction have been successful. The procedure and method of

determining such success can take the form of test of various kinds to determine whether the students

have reached the objectives they have set for them. Myers and Briggs (2003) developed a personality

test based on Jung's temperaments called the Myers-Briggs Type Inventory, or MBTI. It has gone on the

become the most famous personality test of all time. The traits are seen as opposites, and the first set is

introversion and extraversion. Introversion refers to a tendency to prefer the world inside oneself. Themore obvious aspects of introversion are shyness, distaste for social functions, and a love of privacy.

Extraversion is the tendency to look to the outside world, especially people, for one's pleasures.

Woolfolk (2001) describes intrinsic motivation as involving internal, personal factors such as needs,

interest, curiosity, and enjoyment. A student who is intrinsically motivated undertakes an activity for its

own sake, because the activity itself is rewarding. In contrast is intrinsic motivation, in which the

student engages in an activity in order to obtain a reward, or to avoid a punishment. Gordon Allport

(1998) extensively investigated the ways in which traits combine to form normal personalities,

cataloguing over 18,000 separate traits over a period of 30 years. He proposed that each person has

about seven central traits that dominate his or her behavior. Hans Eysenck (1998) claimed that

personality could be described based on three fundamental factors: psychoticism (such antisocial traitsas cruelty and rejection of social customs), introversion-extroversion, and emotionality-stability (also

called neuroticism).

TEACHING SKILLS

Tomlinson (1999) stated that teachers can differentiate content, process, and/or product for

students. Differentiation of content refers to a change in the material being learned by a student. For


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example, if the classroom objective is for all students to subtract using renaming, some of the students

may learn to subtract two-digit numbers, while others may learn to subtract larger numbers in the

context of word problems. Differentiation of process refers to the way in which a student accesses

material. One student may explore a learning center, while another student collects information from

the web. Differentiation of product refers to the way in which a student shows what he or she has

learned. For example, to demonstrate understanding of a geometric concept, one student may solve a

problem set, while another builds a model. http://www.teachervision.fen.com Authentic assessment,

cooperative learning, inclusiondiscover a vast range of current articles about teaching methodologies,

ideal for all grades. Diversify your teaching strategies by implementing service-learning projects and

integrating technology in your classroom. These resources will help you gain the experience and

expertise you need to become a successful teacher, whether you're a new teacher or have been

teaching for many years. According to Blooms Taxonomy, teachers frequently spend a great deal of

classroom time testing students through questions. In fact, observations of teachers at all levels of

education reveal that most spend more than 90 percent of their instructional time testing students

(through questioning). And most of the questions teachers ask are typically factual questions that rely

on short-term memory. Rhodes and Bellamy (1999) stated that a teacher tells, a facilitator asks; a

teacher lectures from the front, a facilitator supports from the back; a teacher gives answers according

to a set curriculum, a facilitator provides guidelines and creates the environment for the learner to

arrive at his or her own conclusions; a teacher mostly gives a monologue, a facilitator is in continuous

dialogue with the learners Holt and Willard-Holt (2000) emphasize the concept of dynamic assessment,

which is a way of assessing the true potential of learners that differs significantly from conventional

tests. Here the essentially interactive nature of learning is extended to the process of assessment.

Rather than viewing assessment as a process carried out by one person, such as an instructor, it is seen

as a two-way process involving interaction between both instructor and learner. The role of the assessor

becomes one of entering into dialogue with the persons being assessed to find out their current level of

performance on any task and sharing with them possible ways in which that performance might be

improved on a subsequent occasion.

INSTRUCTIONAL MATERIALS

Siemens (2002) stated that instructional design can be defined as the systematic process of

translating principles of learning and instruction into plans for instructional materials and activities.

However, there are many different definitions for instructional design and all of them are an expression

of underlying philosophies and viewpoints of what is involved in the learning process Heinze, Aiso (2008)

stated that the development of an individual student's achievement depends on the achievement level

of the specific classroom and therefore on the specific mathematics instruction. Interest in mathematicscould be regarded a predictor for mathematics achievement. Moreover, he suggests that the students

show hardly any fear of mathematics independent of their achievement level. Burgess (2000) stated

that changes in society and workplace have exerted pressure on the educational system. For instance,

with increased internationalization, growing knowledge-intensive work, and increasing use of

information technology, schools are required to produce graduates who do not only possess relevant

knowledge but also interpersonal relations and communication skills, ability to work in various contexts,
http://www.teachervision.fen.com/http://www.teachervision.fen.com/http://www.teachervision.fen.com/


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