Roles of Classroom Management and Mastery-Oriented Instructions on Relationship Between Pedagogical Content Knowledge and Mathematics Achievement

Owusu, Raphael; Awuni, Dorothy Abayeta; Arthur, Yarhands Dissou; Gordon, Joseph Frank

doi:10.30935/conmaths/12340

Cited by 2 publications

(2 citation statements)

References 18 publications

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“…Pan and Franklin (2011) found that classroom management and motivation influenced students' mathematics achievement. Owusu et al (2022) also identify that the relationship between classroom management and mathematics achievement was positive and significant. Classroom management, student motivation, and self-determination were identified by Irfan et al (2020) as determinants of mathematics achievement.…”

Section: Introductionmentioning

confidence: 85%

Investigating the impact of classroom management, teacher quality, and mathematics interest on mathematics achievement

Asare,

Welcome,

Arthur

2024

JPSP

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This study examines the impact classroom management, quality of teachers, and student's mathematics interest on their mathematics achievement in a few senior high schools in Ghana. The respondents' information was gathered using well-structured questionnaires. Three senior high schools were chosen, and 300 final-year students were chosen using convenience sampling, stratified sampling, and simple random sampling techniques. Three days prior to the letter's sending, permission was obtained. The teacher on duty at the time of the data collection gave authorization for data to be collected during class hours. Using Amos and SPSS software, the study used structural equation modeling to evaluate the various correlations among the variables based on the 285 complete questionnaires. The findings of the study revealed that, effective classroom management and student enthusiasm in mathematics positively influenced math achievement. Also, math achievement was negatively impacted by teacher quality, but this effect was statistically significant. In order to raise students' math achievement, teachers must use effective teaching and learning strategies to gain students' attention in mathematics teaching and learning. Moreover, mathematics teachers must consider individual differences when teaching.

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Section: Introductionmentioning

confidence: 85%

Investigating the impact of classroom management, teacher quality, and mathematics interest on mathematics achievement

Asare,

Welcome,

Arthur

2024

JPSP

View full text Add to dashboard Cite

show abstract

“…Some studies have shown that students' mastery orientation has an influence on their interest, motivation, and academic achievement in mathematics (Furner & Gonzalez-DeHass, 2011;Owusu et al, 2022). The construct consists of four statements that capture students' perceptions regarding performance-related behaviors, including the willingness to make mistakes and the desire to obtain correct answers.…”

Section: Student Mastery (Vs Performance) Orientationmentioning

confidence: 99%

The relation between teacher and students' mathematical mindsets to the student’s comprehension of mathematics concepts

Maskar,

Herman

2023

j. math. educ.

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The aim of this study is to understand the relationship between teacher and student mindsets in relation to the student’s comprehension of mathematics concepts. This study used a qualitative research type with a case study method. Participants in this study were 30 students and one teacher from one of the public junior high schools in Cianjur, Indonesia. Data sources used in this study were collected through teacher and student questionnaires, class observations, and semi-structured interviews. The class observation material was about linear function, and the learning process was carried out using the Complex Instruction (CI) approach based on growth mindset instruction. The questionnaire results show that teachers and students tend to have a fixed mindset. The fixed mindset of both the students and the teacher is particularly evident in their beliefs about the nature of math and their orientation towards student mastery and performance. The results of observations and interviews show a relationship between this mindset and student performance in class. Most students tend to show low performance in understanding linear function concepts. Based on the observations, students experienced problems in algebra thinking, had difficulty understanding mathematical concepts as a whole, and showed a lack of motivation and self-confidence. The results indicate that there is a significant relationship between the fixed mindsets of teachers and students towards students' lower performance in mathematics learning in the classroom.

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Roles of Classroom Management and Mastery-Oriented Instructions on Relationship Between Pedagogical Content Knowledge and Mathematics Achievement

Cited by 2 publications

References 18 publications

Investigating the impact of classroom management, teacher quality, and mathematics interest on mathematics achievement

Investigating the impact of classroom management, teacher quality, and mathematics interest on mathematics achievement

The relation between teacher and students' mathematical mindsets to the student’s comprehension of mathematics concepts

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