Utilization of variation theory in the classroom: effect on students' algebraic achievement and motivation
This study investigates the effect of utilizing Variation Theory Based Strategy on students’ algebraic achievement and motivation in learning algebra. The study used quasi-experimental non-equivalent control group research design and involved 56 Form Two (Secondary Two) students in two classes (28 i...
| Main Authors: | , , , |
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| Format: | Conference or Workshop Item |
| Language: | English |
| Published: |
AIP Publishing
2016
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| Online Access: | http://psasir.upm.edu.my/id/eprint/57254/1/Utilization%20of%20variation%20theory%20in%20the%20classroom%20effect%20on%20students%27%20algebraic%20achievement%20and%20motivation.pdf |
| _version_ | 1796976654688452608 |
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| author | Ting, Jing Jing Ahmad Tarmizi, Rohani Abu Bakar, Kamariah Aralas, Dalia |
| author_facet | Ting, Jing Jing Ahmad Tarmizi, Rohani Abu Bakar, Kamariah Aralas, Dalia |
| author_sort | Ting, Jing Jing |
| collection | UPM |
| description | This study investigates the effect of utilizing Variation Theory Based Strategy on students’ algebraic achievement and motivation in learning algebra. The study used quasi-experimental non-equivalent control group research design and involved 56 Form Two (Secondary Two) students in two classes (28 in experimental group, 28 in control group) in Malaysia The first class of students went through algebra class taught with Variation Theory Based Strategy (VTBS) while the second class of students experienced conventional teaching strategy. The instruments used for the study were a 24-item Algebra Test and 36-item Instructional Materials Motivation Survey. Result from analysis of Covariance indicated that experimental group students achieved significantly better test scores than control group. Result of Multivariate Analysis of Variance also shows evidences of significant effect of VTBS on experimental students’ overall motivation in all the five subscales; attention, relevance, confidence, and satisfaction. These results suggested the utilization of VTBS would improve students’ learning in algebra. |
| first_indexed | 2024-03-06T09:28:50Z |
| format | Conference or Workshop Item |
| id | upm.eprints-57254 |
| institution | Universiti Putra Malaysia |
| language | English |
| last_indexed | 2024-03-06T09:28:50Z |
| publishDate | 2016 |
| publisher | AIP Publishing |
| record_format | dspace |
| spelling | upm.eprints-572542017-09-26T03:48:31Z http://psasir.upm.edu.my/id/eprint/57254/ Utilization of variation theory in the classroom: effect on students' algebraic achievement and motivation Ting, Jing Jing Ahmad Tarmizi, Rohani Abu Bakar, Kamariah Aralas, Dalia This study investigates the effect of utilizing Variation Theory Based Strategy on students’ algebraic achievement and motivation in learning algebra. The study used quasi-experimental non-equivalent control group research design and involved 56 Form Two (Secondary Two) students in two classes (28 in experimental group, 28 in control group) in Malaysia The first class of students went through algebra class taught with Variation Theory Based Strategy (VTBS) while the second class of students experienced conventional teaching strategy. The instruments used for the study were a 24-item Algebra Test and 36-item Instructional Materials Motivation Survey. Result from analysis of Covariance indicated that experimental group students achieved significantly better test scores than control group. Result of Multivariate Analysis of Variance also shows evidences of significant effect of VTBS on experimental students’ overall motivation in all the five subscales; attention, relevance, confidence, and satisfaction. These results suggested the utilization of VTBS would improve students’ learning in algebra. AIP Publishing 2016 Conference or Workshop Item PeerReviewed application/pdf en http://psasir.upm.edu.my/id/eprint/57254/1/Utilization%20of%20variation%20theory%20in%20the%20classroom%20effect%20on%20students%27%20algebraic%20achievement%20and%20motivation.pdf Ting, Jing Jing and Ahmad Tarmizi, Rohani and Abu Bakar, Kamariah and Aralas, Dalia (2016) Utilization of variation theory in the classroom: effect on students' algebraic achievement and motivation. In: 2nd International Conference and Workshop on Mathematical Analysis (ICWOMA 2016), 2-4 Aug. 2016, Langkawi, Malaysia. (pp. 1-8). 10.1063/1.4972172 |
| spellingShingle | Ting, Jing Jing Ahmad Tarmizi, Rohani Abu Bakar, Kamariah Aralas, Dalia Utilization of variation theory in the classroom: effect on students' algebraic achievement and motivation |
| title | Utilization of variation theory in the classroom: effect on students' algebraic achievement and motivation |
| title_full | Utilization of variation theory in the classroom: effect on students' algebraic achievement and motivation |
| title_fullStr | Utilization of variation theory in the classroom: effect on students' algebraic achievement and motivation |
| title_full_unstemmed | Utilization of variation theory in the classroom: effect on students' algebraic achievement and motivation |
| title_short | Utilization of variation theory in the classroom: effect on students' algebraic achievement and motivation |
| title_sort | utilization of variation theory in the classroom effect on students algebraic achievement and motivation |
| url | http://psasir.upm.edu.my/id/eprint/57254/1/Utilization%20of%20variation%20theory%20in%20the%20classroom%20effect%20on%20students%27%20algebraic%20achievement%20and%20motivation.pdf |
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