The Effect of Concept-Rich Instruction on the Ability of Mathematical Study School Students Under reviewed from Math Anxiety

Kusmayanti, Intan; Sumantri, M. Syarif; Noornia, Anton

doi:10.29322/ijsrp.8.8.2018.p8052

Cited by 2 publications

(3 citation statements)

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“…Kusmayanti and others (Kusmayanti et al, 2018) also conducted a study to identify the effect of concept-rich teaching on the ability to study mathematics among primary school students who suffer from mathematical anxiety. The study sample consisted of (90) students in a Jakarta school.…”

Section: Concept-rich Instruction Previous Studiesmentioning

confidence: 99%

“…The mind is an active member responsible for providing experiences for students to learn building concepts that constitute continuous learning in mathematics. Whereas (Kusmayanti, I, Sumantri, S. & Noornia, A., 2018) see concept-rich instruction as active processes by which students organize, construct and recreate concepts presented to them in learning experiences time (Stoica & Wardat, 2021).…”

Section: Introductionmentioning

confidence: 99%

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The Effectiveness of Teaching Method Based on the Components of Concept-Rich Instruction Approach in Students Achievement on Linear Algebra Course and Their Attitudes Towards Mathematics

2022

JHETP

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The study aimed to investigate the effectiveness of a teaching strategy based on a Concept-Rich Instruction approach in the student's achievement in a linear algebra course and their attitudes towards mathematics. The study sample consisted of (112) male and female students divided into two groups. An experimental group of ( 55) male and female students taught using a teaching strategy based on Concept-Rich Instruction. A control group of (57) male and female students were taught traditionally. The study data were collected using a mathematical test and a questionnaire that measures students' attitudes towards mathematics. The study results showed statistically significant differences between the two study groups and in favor of the experimental group in the achievement test and the measure of attitudes towards mathematics. The study recommended using the Concept-Rich Instruction approach in teaching the linear algebra course to improve achievement, enhance students' attitudes towards mathematics, and invite students to use these components. As well as recommend conducting similar studies on other mathematics courses such as calculus, differential equations, probability etc.

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Section: Concept-rich Instruction Previous Studiesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Teaching Method Based on the Components of Concept-Rich Instruction Approach in Students Achievement on Linear Algebra Course and Their Attitudes Towards Mathematics

2022

JHETP

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“…Therefore, education experts emphasize the need to develop the different thinking skills of students and teach them how to think creatively through an approach that focuses on different dimensions of thinking, viz. conceptual, cognitive, and metacognitive, in learning (Kusmayanti et al, 2018). Studies on creative thinking skills, (e.g., Bahar & Maker, 2011), have revealed that the creative ability for success and achievement is concerned with developing students' creative thinking skills (Moma et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

The Impact of Designing an Electronic Course of Computer Uses on Developing Academic Achievement and Creative Thinking in a Saudi University

Alotaibi¹

2022

AWEJ

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This research aims to measure the impact on academic achievement and developing creative thinking skills by designing an electronic course (e-course hereafter) for computer uses in teaching at a Saudi university. Following a quasi-experimental methodology, forty students (female) were selected and segregated into control and experimental groups for this study. The latter was taught using the designed e-course for ‘Computer Uses in Teaching’ and the former was taught in a normal class. To achieve research objectives, research tools consisted of an e-course (a cognitive test to measure academic achievement), and Torrance test to measure creative thinking skills. The results demonstrated a significant difference (α ≥ 0.05) between the experimental and the control groups in the average score of achievement test. The post-test synthesis, analysis, and evaluation levels were found in accordance with the experimental group. The average score of post-test creative thinking test results evaluated at the levels of flexibility, fluency, and originality were also found to be significantly different (α ≥ 0.05) with respect to the two groups. It is recommended to develop the digital content in accordance with the measures taken during the Corona pandemic and e-learning standards.

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The Effect of Concept-Rich Instruction on the Ability of Mathematical Study School Students Under reviewed from Math Anxiety

Cited by 2 publications

References 1 publication

The Effectiveness of Teaching Method Based on the Components of Concept-Rich Instruction Approach in Students Achievement on Linear Algebra Course and Their Attitudes Towards Mathematics

The Effectiveness of Teaching Method Based on the Components of Concept-Rich Instruction Approach in Students Achievement on Linear Algebra Course and Their Attitudes Towards Mathematics

The Impact of Designing an Electronic Course of Computer Uses on Developing Academic Achievement and Creative Thinking in a Saudi University

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