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Pandit, J J; Westbury, Sarah K; Pandit, Meghana

doi:10.1111/j.1365-2044.2007.05358_2.x

Cited by 2 publications

(2 citation statements)

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“…It also aims to stimulate and motivate the achievement of students in interdisciplinary studies (Kusmaryono, 2014). There are many students who are indifference towards learning mathematics from school level to university level (Pandit, 2007). In context of Nepal, Similarly, ERO (2013) found that SLC dropouts struggle with Mathematics, English, and Science.…”

Section: Introductionmentioning

confidence: 99%

Empowering Students through a Self-Directed Learning Pedagogy in Mathematics Education

Madhav Prasad Poudel, Laxmi Sharma, Sarala Luitel

2024

cana

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Mathematics is important subject in our daily life. It is taught in school level all over the world. Nowadays students are indifferent towards learning mathematics. Those indifferences are related to learning strategy in mathematics teaching. The main purpose of this study is introduce Self-Directed Learning (SDL) pedagogy in the context of mathematics education. The research employed a qualitative document analysis methodology, synthesizing information from diverse sources to explore a self-directed learning pedagogy through the development of conceptual and theoretical categories. We have prepared different theme related to self-directed learning such as concept of self-directed learning, nature of self-directed learning, mathematics and self-directed learning, role of SDL learners and teacher, philosophical underpinning of SDL, SDL models in practice, self-directed learning and its strategy. From those themes, we concluded that SDL is a teaching and learning pedagogy that encourages students to utilize their imaginative and intuitive abilities, fostering mindfulness, constructiveness, critical thinking, independence, cooperativeness, confidentiality, and autonomy, and promoting self-motivation, self-management, and self-monitoring. Moreover, Self-Directed Learning (SDL) is a self-directed pedagogy that encourages students to take charge of their education, focusing on engaging, creative, and independent learning methods. Under those themes self-directed emphasizes in fostering autonomy, creativity, and active engagement, while acknowledging the need for more specific models and stages for effective implementation in school mathematics education.

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Section: Introductionmentioning

confidence: 99%

Empowering Students through a Self-Directed Learning Pedagogy in Mathematics Education

Madhav Prasad Poudel, Laxmi Sharma, Sarala Luitel

2024

cana

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“…Despite the above mentioned fact, many students contemplate mathematics as a difficult subject (Yadav, 2017) and are indifference towards learning mathematics in each level from university to school (Pandit, 2007). In context of Nepal, series of studies conducted by education review office (ERO) on students achievements in mathematics indicate a consistent trends of poor achievements at school level and students' failed in school leaving certificate examination in three core subjects viz mathematics, science and English.…”

Section: Introductionmentioning

confidence: 99%

Investigating students’ perceptions of self-directed learning in mathematics at the basic school level

Pokhrel,

Sharma

2024

Journal of Mathematics and Science Teacher

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Self-directed learning (SDL) is an educational approach, where individuals take initiative and responsibility for their own learning, choosing what, how, and when to learn. It is assumed that SDL empowers students to tailor their educational experiences to personal interests and pace of learning, fostering autonomy and lifelong learning habits. This study aims to investigate on students’ attitudes toward SDL in mathematics at basic school level using quantitative research design (survey). The data were collected from students using SDL attitude scale. Total papulation of the survey consists of students from six publics and eight private schools, out of which students from two purposefully selected schools from each category for the sample. From the four school, 120 students were selected. Attitudes towards SDL in mathematics scale developed by the researchers were applied to collect the data and were analyzed using SPSS version26 based on the research questions. The study revealed that students had negative attitude toward self-management, self-monitoring and self-motivation as required for SDL in mathematics at basic level school. Moreover, there is no significant difference in student’s attitudes toward SDL in mathematics between public and private school, and between male and female students. The result shows that student’s attitude towards SDL changes positively as they participated in different teaching learning techniques applied for engaging them in learning such as KWL, jigsaw, reciprocal teaching, think-share-pair, and cooperative, and collaborative instruction. This implies that negative attitude towards a pedagogical approach does not mean that students pay less attention to the approach but changes when applied appropriately.<i> </i>

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Cited by 2 publications

References 10 publications

Empowering Students through a Self-Directed Learning Pedagogy in Mathematics Education

Empowering Students through a Self-Directed Learning Pedagogy in Mathematics Education

Investigating students’ perceptions of self-directed learning in mathematics at the basic school level

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