Effects of variation theory approach in teaching and learning of algebra on urban and rural students’ algebraic achievement and motivation

Jing Jing Ting, Rohani Ahmad Tarmizi, Kamariah Abu Bakar, Dalia Aralas

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

This study investigates the effect of utilizing variation theory approach (VTA) on students' algebraic achievement and their motivation in learning algebra. The study used quasi-experimental non-equivalent control group research design. It involved 114 Form Two students in four intact classes (two classes were from an urban school, another two classes from a rural school). The first group of students from each school learnt algebra in class which used the VTA, while the second group of students in each school learnt algebra through conventional teaching approach. Two-way analysis of covariance and two-way multivariate analysis of variance (MANOVA) were used to analyse the data collected. The result of this study indicated that the use of VTA has significant effect on both urban and rural students' algebraic achievement. There were evidences that VTA has significant effect on rural VTA students' overall motivation in its five subscales: attention, relevance, confidence, satisfaction and interest but it was not so for urban VTA students' motivation. This study provides further empirical evidence that utilization of variation theory as pedagogical guide can promote the teaching and learning of Form Two Algebra topics in urban and rural secondary school classrooms.

Original languageEnglish
Pages (from-to)1-17
Number of pages17
JournalInternational Journal of Mathematical Education in Science and Technology
DOIs
Publication statusAccepted/In press - 1 Feb 2018
Externally publishedYes

Fingerprint

Algebra
Teaching
Students
learning
student
rural school
school
Multivariate Analysis of Variance
Analysis of Covariance
Group
learning method
Analysis of variance (ANOVA)
Learning
analysis of variance
multivariate analysis
research planning
Confidence
evidence
secondary school
confidence

Keywords

  • Algebraic achievement
  • motivation
  • rural
  • urban
  • variation theory

ASJC Scopus subject areas

  • Mathematics (miscellaneous)
  • Education
  • Applied Mathematics

Cite this

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abstract = "This study investigates the effect of utilizing variation theory approach (VTA) on students' algebraic achievement and their motivation in learning algebra. The study used quasi-experimental non-equivalent control group research design. It involved 114 Form Two students in four intact classes (two classes were from an urban school, another two classes from a rural school). The first group of students from each school learnt algebra in class which used the VTA, while the second group of students in each school learnt algebra through conventional teaching approach. Two-way analysis of covariance and two-way multivariate analysis of variance (MANOVA) were used to analyse the data collected. The result of this study indicated that the use of VTA has significant effect on both urban and rural students' algebraic achievement. There were evidences that VTA has significant effect on rural VTA students' overall motivation in its five subscales: attention, relevance, confidence, satisfaction and interest but it was not so for urban VTA students' motivation. This study provides further empirical evidence that utilization of variation theory as pedagogical guide can promote the teaching and learning of Form Two Algebra topics in urban and rural secondary school classrooms.",
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