2023
DOI: 10.29333/ejmste/12938
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The effect of teaching conceptual knowledge on students’ achievement, anxiety about, and attitude toward mathematics

Abstract: This study investigates how teaching for conceptual understanding alongside procedural knowledge affects students’ achievement in, anxiety about, and attitude toward mathematics. Purposive sampling was used to select 200 secondary school students from Erbil-Iraq. An experimental approach was applied to evaluate the sample study. In the experimental group, conceptual teaching was the focus. In the control group, conventional teaching was used. Pre- and post-tests for an achievement test, mathematics attitude sc… Show more

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Cited by 5 publications
(3 citation statements)
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“…The findings of this study concur with that of Oludipe and Awokoy (2010), Kour, et al (2021) that gender has no significant influence on students' test anxiety when they are taught using activity based instructional approaches. To an extent, the findings of Jyoti (2019), Hussein and Csikos (2023) disagrees with the current finding, stating that although activity based instructional approaches, similar to IBIA, reduced students' test anxiety, the difference is statistically significantly in favour of the females.…”
Section: Discussioncontrasting
confidence: 89%
“…The findings of this study concur with that of Oludipe and Awokoy (2010), Kour, et al (2021) that gender has no significant influence on students' test anxiety when they are taught using activity based instructional approaches. To an extent, the findings of Jyoti (2019), Hussein and Csikos (2023) disagrees with the current finding, stating that although activity based instructional approaches, similar to IBIA, reduced students' test anxiety, the difference is statistically significantly in favour of the females.…”
Section: Discussioncontrasting
confidence: 89%
“…The current research aligns with the results of a study conducted by Hussein and Csikos in 2023, which similarly discovered a significant statistical difference in the mathematics achievement of students when taught using a combination of conceptual teaching and procedural knowledge. Accordingly, the findings emphasize the importance of providing students with practical mathematics classes, encouraging active thinking and analysis, rather than mere memorization and application of rules (as stated by Curtain-Phillips in Hussein and Csikos, 2023).…”
Section: Implementation If Math-cupsmentioning
confidence: 73%
“…Son zamanlarda matematik kaygısının azaltılması üzerine yapılmış bilimsel araştırmalarda (Aliyu vd., 2023;Alkan, 2013;Amirnudin ve Saleh, 2020;Arslan, 2008;Asanjarani ve Zarebahramabadi, 2021;Atalay vd., 2017;Atoyebi ve Atoyebi, 2022a;Azizan vd., 2022;Balt vd., 2022;Barçın, 2019;Bekdemir, 2007;Bekdemir vd., 2004;Blyth, 2022;Bouzid vd., 2021;Brewster ve Miller, 2022Cengiz, 2017;Çoruk, 2015;Demir ve Durmaz, 2018;Deshwal vd., 2022;Dos Santos Carmo ve Crescenti, 2022;Ekici, 2008;Eray, 2022;Erginbaş, 2009;Fehintola, 2021;Fitriyah vd., 2022;Furner ve Duffy, 2022;Gabriel, 2022;Güzeller ve Akın, 2012;Hanifah vd., 2023;Hidayat ve Asmalah, 2022;Higgins vd., 2020;Horne, 2022;Hussein ve Csíkos, 2023;Ilahi vd., 2022;Ismail vd., 2022;Kamour ve Altakhayneh, 2021;Karakaş ve Ezentaş, 2020;Katipoğlu vd., 2017;Keskin, 2019;Kharis vd., 2023;Korucu, 2009;Lubis vd., 2022;Luby, 2022;Luneta ve Sunzuma,...…”
Section: Introductionmentioning
confidence: 99%