Effectiveness of Using Games in Tertiary-Level Mathematics Classrooms

Afari, Ernest; Aldridge, Jill M.; Fraser, Barry J.

doi:10.1007/s10763-012-9340-5

Cited by 23 publications

(21 citation statements)

References 52 publications

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“…The eigenvalues ranged from 1.43 to 12.30 for different WIHIC scales. These findings are consistent with previous research involving use of the WIHIC when translated into Arabic (Afari et al 2012(Afari et al , 2013MacLeod and Fraser 2010), Mandarin (Aldridge et al 1999), IsiZulu, South African (Aldridge et al 2009), Korea (Kim et al 2000) and Bahasa Indonesian ).…”

Section: Reliability and Validity Of The What Is Happening In This CLsupporting

confidence: 92%

Learning English as a second language at the university level in Jordan: motivation, self-regulation and learning environment perceptions

Alzubaidi

Aldridge

Khine

2014

Learning Environ Res

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The overarching aim of this study was to investigate students' perceptions of the learning environment and whether these influenced their motivation and self-regulation in learning English as a second language at the university level in Jordan. Our sample involved 994 students, drawn from 13 schools, within three faculties (humanities, health sciences and engineering) of one university. The collection of data involved the administration of two surveys: one to assess students' perceptions of the learning environment and another to assess students' motivation and self-regulation in learning English as a second language. The results of analyses strongly supported the reliability and validity of the surveys when used at the university level in Jordan, thereby providing confidence in the results of the present study. Simple correlation and multiple regression analysis were used to examine the influence of students' perceptions of the learning environment of English language classes on self-reports of motivation and self-regulation. Statistically significant (p \ 0.05) simple correlations were found between students' perceptions of their learning environment and their motivation and self-regulation. The regression weights (β) indicated that scales of the learning environment were positively, statistically significantly (p \ 0.05) and independently related to the motivation and self-regulation outcomes.Keywords English as a second language · Learning environment · Motivation · Self-regulation · Student adaptive learning engagement · What Is Happening In this Class? (WIHIC) Background

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Section: Reliability and Validity Of The What Is Happening In This CLsupporting

confidence: 92%

Learning English as a second language at the university level in Jordan: motivation, self-regulation and learning environment perceptions

Alzubaidi

Aldridge

Khine

2014

Learning Environ Res

Self Cite

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“…The item mean scores for the questionnaire's six scales were all below 4 and in some cases closer to 3, which were lower than scores reported in previous studies conducted in other contexts (e.g., Afari, Aldridge, & Fraser, 2012;Opolot-Okurut, 2010). Participants in this study perceived that they only or close to "sometimes" participated in mathematics discussions, carried out mathematics inquiries or cooperated with their other classmates during mathematics class.…”

Section: Discussioncontrasting

confidence: 85%

Investigation of Junior Secondary Students’ Perceptions of Mathematics Classroom Learning Environments in China

Yang

2013

EURASIA J MATH SCI T

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“…In addition, rural junior secondary school students in this study were not found to perceive their mathematics learning environments very favourably. Except for the scales of Student Cohesiveness, and Teacher Support and Equality, item mean scores of the other four scales for the WIHIC were close to 3, which were relatively lower than means found in other contexts (Afari et al 2012;Opolot-Okurut 2010). In particular, it was found that participants perceived that they seldom discussed or explained their thoughts and answers in mathematics class or carried out inquiry mathematics activities (as the item mean scores for Involvement and Investigation were below 3).…”

Section: Discussioncontrasting

confidence: 58%

Rural junior secondary school students’ perceptions of classroom learning environments and their attitude and achievement in mathematics in West China

Yang

2015

Learning Environ Res

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This paper reports findings from a survey of how rural junior secondary school students in the western part of China perceive their mathematics classroom learning environments and associations of learning environment with their attitudes toward mathematics and mathematics achievement. Using adaptations of the widely-used What Is Happening In this Class? questionnaire and a mathematics attitude scale, the study involved data from 749 Grade 7, 842 Grade 8 and 864 Grade 9 students from 12 coeducational schools and 52 classrooms in three provinces. Data were analysed through factor analysis, descriptive statistics, two-way ANOVA, simple correlation analysis and multiple regression analysis. It was found that rural junior secondary students generally did not perceive their mathematics classroom environment very favourably, and they did not hold very positive attitudes towards mathematics. There existed significant gender and grade differences in the perceptions of mathematics classroom learning environments and attitudes towards mathematics. Positive correlation between mathematics classroom learning environment and students' attitudes towards mathematics and their mathematics achievement were identified.

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Effectiveness of Using Games in Tertiary-Level Mathematics Classrooms

Cited by 23 publications

References 52 publications

Learning English as a second language at the university level in Jordan: motivation, self-regulation and learning environment perceptions

Learning English as a second language at the university level in Jordan: motivation, self-regulation and learning environment perceptions

Investigation of Junior Secondary Students’ Perceptions of Mathematics Classroom Learning Environments in China

Rural junior secondary school students’ perceptions of classroom learning environments and their attitude and achievement in mathematics in West China

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