A Study on Low Performing Students Perception towards Mathematics: A Case of Secondary Level Community School Students of Nepal

Kunwar, Rajendra

doi:10.3126/researcher.v5i1.41384

Cited by 5 publications

(7 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The abstract nature of calculus can result in a negative attitude toward mathematics and science at secondary and university levels. It can also lead to persistent poor performance in mathematics and a low rate of students enrolled in mathematics options (De Vera et al, 2022;Kunwar, 2021).…”

Section: Research Problemmentioning

confidence: 99%

Students’ misconceptions and difficulties with learning limits and the continuity of functions at selected Rwandan secondary schools

Munyaruhengeri,

Umugiraneza,

Ndagijimana

et al. 2024

View full text Add to dashboard Cite

This study investigates students’ difficulties and misconceptions with learning limits and explores the factors contributing to these misconceptions. The study used a mixed method approach, and the participants comprised 252 students and 21 teachers. Data collection methods included the Limits and Continuity of Functions Achievement Test, classroom observations, and focus group interviews. The study's findings revealed significant differences in the mean scores of the Limits and Continuity of Functions Achievement Test among different representations. It also identified that students' misconceptions stemmed from their limited exposure to active learning approaches and their tendency to rely on rote memorization. The study pointed out that teaching strategies, along with students' haste in providing responses, contributed to these misconceptions and learning difficulties. The fast-paced nature of teaching aimed at covering the syllabus requirements also played a role in creating knowledge gaps and reinforcing misconceptions. Through continuous professional development, this study recommends improving mathematics teachers’ content, pedagogical knowledge of teaching and learning limits, and continuity of functions.

show abstract

Section: Research Problemmentioning

confidence: 99%

Students’ misconceptions and difficulties with learning limits and the continuity of functions at selected Rwandan secondary schools

Munyaruhengeri,

Umugiraneza,

Ndagijimana

et al. 2024

View full text Add to dashboard Cite

show abstract

“…Problems in learning mathematics may be caused by different factors related to the curriculum, teachers, and learners. Learners' negative perceptions toward mathematics due to a sense of fear and failure can generate problems in learning mathematics (Kunwar, 2021). Similarly, the lack of effective instructional practices as well as student support considering their individual needs can also create mathematics learning problems (Causarano, 2015).…”

Section: Problems Of Learning Mathematicsmentioning

confidence: 99%

“…Similarly, the lack of effective instructional practices as well as student support considering their individual needs can also create mathematics learning problems (Causarano, 2015). Also, the improper organization of the subject matter or curriculum can create differences in each of the learners (Kunwar, 2021). The problem regarding the teachers' factor is related to the teachers' knowledge and experience, and skills in utilizing proper methods, tools, and techniques in pedagogical practices.…”

Section: Problems Of Learning Mathematicsmentioning

confidence: 99%

Mathematics Learning: Misconceptions, Problems and Methods of Making Mathematics Learning Fun

Kunwar¹,

Pokhrel

Sapkota

et al. 2022

Am J Edu Learn

View full text Add to dashboard Cite

This article is related to the fallacy regarding learning mathematics in the current situation of school-level education. The article aims to dig out the meaning of learning mathematics, misconceptions, problems, and the particular ways of making mathematics learning fun in basic level school mathematics. The study is mainly based on the critical review of different related literature. Also, the in-depth interview with the basic level school teachers regarding the problem in learning mathematics, misconceptions about learning mathematics, and the approaches used to make mathematics learning effective and interesting were used to make the result more appropriate. Thus, the study utilized the systematic-descriptive approach combining the result of the different kinds of related literature and the concerned teachers' views and their experiences about mathematics learning problems, misconceptions, and ways to make mathematics learning enjoyable. This article presents the prevailing context of mathematics learning, major misconceptions about mathematics learning, problems of mathematics learning, and ways to make mathematics learning fun. It ascertains the major mathematics learning problems based on three aspects curriculum, teachers, and the students. Also, it helps to deal with misconceptions about learning mathematics by utilizing the most effective intervention techniques.

show abstract

“…It was found that perception of mathematics has no influence or effect on their academic performance. Kunwar (2021) in his paper included the parents and teachers in his secondary low-level performing students' perception of Mathematics. The result revealed negative with respect to perception and performance to learn Mathematics but they knew the value of learning Mathematics.…”

Section: Aesthetic Value and Math Performance Upon Using The Teacher-...mentioning

confidence: 99%

Teacher-Made Video Lesson: An Intervention for Online Delivery Modality in Mathematics 8

TIMBREZA¹

2022

IJRP

View full text Add to dashboard Cite

The study aimed to determine the level of perception of learners on the Teacher-Made Video Lesson in terms of its characteristics, level of math performance of learners with and without the use of the material, effectiveness of the Teacher-Made Video Lesson through their math performance and relationship of learner's perception on the material and math performance upon using the teacher-made video lesson of selected Grade 8 Students from the selected three schools in Cluster 3 of the Division of Laguna for School Year 2021-2022. Descriptive and experimental methods of research was employed to this study to define the characteristics of the variable under research and answers the questions related to it and to test hypothesis using experimental groups and control variables, respectively.The learner's perception on the Teacher-Made Video Lesson material was given a remark of very high in all of its characteristics. It was also followed that the controlled group showed approaching proficient level in their math performance without the use of teacher-made video lesson while the experimental group showed advanced level in their math performance as shown by the computed mean. Furthermore, the result of the mathematics performance of learners with and without the use of teacher-made video was significant since the computed t-value was higher than the critical value. Lastly, the relationship of the learner's perception on the teacher-made video lesson and their mathematics performance upon using the material was not significant since the p-value is higher than the significance alpha. The null hypothesis HO1 was rejected. This showed that the teacher-made video lessons was effective as intervention material in teaching Mathematics 8 specifically on the topics in the Third Quarter of the Most Essential Learning Competencies. However, the null hypothesis HO2 was accepted. This showed that there is no significant relationship between the perception of learners of the teacher-made video lesson and their math performance.As a result, teachers should consider the use of the Teacher-Made Video Lesson as an intervention material for them to cope up with students with problem during the online class discussion. Moreover, similar studies about the use of the Teacher-Made Video Lesson learning material as intervention not just only in Mathematics but also in other subject areas should be conducted and use other variables aside from those considered in the study.

show abstract

A Study on Low Performing Students Perception towards Mathematics: A Case of Secondary Level Community School Students of Nepal

Cited by 5 publications

References 13 publications

Students’ misconceptions and difficulties with learning limits and the continuity of functions at selected Rwandan secondary schools

Students’ misconceptions and difficulties with learning limits and the continuity of functions at selected Rwandan secondary schools

Mathematics Learning: Misconceptions, Problems and Methods of Making Mathematics Learning Fun

Teacher-Made Video Lesson: An Intervention for Online Delivery Modality in Mathematics 8

Contact Info

Product

Resources

About