Utilization of variation theory in the classroom

Effect on students' algebraic achievement and motivation

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

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

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.

Original languageEnglish
Title of host publication2nd International Conference and Workshop on Mathematical Analysis 2016, ICWOMA 2016
PublisherAmerican Institute of Physics Inc.
Volume1795
ISBN (Electronic)9780735414617
DOIs
Publication statusPublished - 10 Jan 2017
Externally publishedYes
Event2nd International Conference and Workshop on Mathematical Analysis 2016, ICWOMA 2016 - Langkawi, Malaysia
Duration: 2 Aug 20164 Aug 2016

Other

Other2nd International Conference and Workshop on Mathematical Analysis 2016, ICWOMA 2016
CountryMalaysia
CityLangkawi
Period2/8/164/8/16

Fingerprint

students
algebra
learning
Malaysia
analysis of variance
confidence
education

Keywords

  • algebraic achievement
  • mathematics
  • motivation
  • rural
  • urban
  • variation theory

ASJC Scopus subject areas

  • Physics and Astronomy(all)

Cite this

Jing, T. J., Tarmizi, R. A., Abu Bakar, K., & Aralas, D. (2017). Utilization of variation theory in the classroom: Effect on students' algebraic achievement and motivation. In 2nd International Conference and Workshop on Mathematical Analysis 2016, ICWOMA 2016 (Vol. 1795). [020028] American Institute of Physics Inc.. https://doi.org/10.1063/1.4972172

Utilization of variation theory in the classroom : Effect on students' algebraic achievement and motivation. / Jing, Ting Jing; Tarmizi, Rohani Ahmad; Abu Bakar, Kamariah; Aralas, Dalia.

2nd International Conference and Workshop on Mathematical Analysis 2016, ICWOMA 2016. Vol. 1795 American Institute of Physics Inc., 2017. 020028.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Jing, TJ, Tarmizi, RA, Abu Bakar, K & Aralas, D 2017, Utilization of variation theory in the classroom: Effect on students' algebraic achievement and motivation. in 2nd International Conference and Workshop on Mathematical Analysis 2016, ICWOMA 2016. vol. 1795, 020028, American Institute of Physics Inc., 2nd International Conference and Workshop on Mathematical Analysis 2016, ICWOMA 2016, Langkawi, Malaysia, 2/8/16. https://doi.org/10.1063/1.4972172
Jing TJ, Tarmizi RA, Abu Bakar K, Aralas D. Utilization of variation theory in the classroom: Effect on students' algebraic achievement and motivation. In 2nd International Conference and Workshop on Mathematical Analysis 2016, ICWOMA 2016. Vol. 1795. American Institute of Physics Inc. 2017. 020028 https://doi.org/10.1063/1.4972172
Jing, Ting Jing ; Tarmizi, Rohani Ahmad ; Abu Bakar, Kamariah ; Aralas, Dalia. / Utilization of variation theory in the classroom : Effect on students' algebraic achievement and motivation. 2nd International Conference and Workshop on Mathematical Analysis 2016, ICWOMA 2016. Vol. 1795 American Institute of Physics Inc., 2017.
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