The Role of Teacher to Address Issues of Disruptive Behaviour of Student Learners in Mathematics Classrooms: A Study in the Sri Lankan Context

Abeygunawardena, K A Vidyanjalie; Vithanapathirana, Manjula

doi:10.20319/pijss.2019.43.799820

Cited by 3 publications

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“…Based on the above definitions, metacognitive awareness can be interpreted as a person's awareness of how to manage his cognitive processes for learning activities, remembering and doing a task. Metacognitive awareness includes the awareness of the abilities, strategies and resources needed to perform an assignment effectively, knowing what to do, and the ability to According to Aturupane et al (Abeygunawardena & Vithanapathirana, 2018) The main purpose of the Mathematics curriculum is to improve students' mathematical thinking and knowledge skills effectively in problem solving and decision-making. Furthermore, problem solving is a significant factor of mathematics education (Lessani, Yunus, & Bakar, 2017).…”

Section: Introductionmentioning

confidence: 99%

Analysis of Undergraduate Students’ Metacognitive Awareness Based on Class Level

Kartika

Firmansyah

2019

pijtel

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Metacognitive awareness is essential not only for school level learners, but also for higher level students. They are still experiencing the process of learning and the assumptions about what they learn still exist in their minds. Therefore it can lead to metacognitive awareness with different levels. However, metacognitive awareness based on class level is still yet to be explored. In this study, the level of undergraduate students' metacognitive awareness according to class level was identified. The participants were 31 college mathematics education students per group from first, second, and third-years at a state university in Indonesia. The data were collected through the Metacognitive Awareness Inventory. The data were analyzed as numbers, mean scores and percentages on every participants. The findings showed that class level had no effect on level of students' metacognitive awareness. It also indicated that although there are no students who have very low metacognitive awareness, but the higher the class level, the lower their average of

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Section: Introductionmentioning

confidence: 99%

Analysis of Undergraduate Students’ Metacognitive Awareness Based on Class Level

Kartika

Firmansyah

2019

pijtel

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Application of Competency-Based Education in Lower Secondary Mathematics Education in Sri Lanka

Fairoz

2024

Transactions on Computer Systems and Networks

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Challenges Faced by Students in the Application of CBE in Senior Secondary Mathematics Education in Sri Lanka

Ruzeika,

Mohammed,

George

2024

jlsdgr

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Objective: Sri Lanka is currently passing a period that requires comprehensive reforms of its education system. The country should have a curriculum reform cycle of eight years with at least two revision cycles within the reform cycle. The country's current education system must overcome three significant challenges: the Curriculum, Assessments, and Inadequate Quality of Education. The study analysed the challenges lower secondary students face in applying Competency-Based Education in mathematics education from perspectives of student-related, teacher-related, home/parent-related factors and availability of resources. Method: The research adopted a cross-sectional survey design with a quantitative data collection method. A questionnaire was used as the primary data collection instrument. A multistage sampling method was used to select a sample of 454 students from grades ten and eleven of the Western Province of Sri Lanka. Results and Discussion: The findings revealed that the above challenges impede the application of CBE in the mathematics learning process at the lower secondary level. Research Implications: The findings lead to various recommendations, including a curriculum revision urgently needed in the country. Also, the Department of Education should devise a mechanism to monitor the teaching-learning process regularly and provide teachers with adequate training where necessary. Further, implement a competency-based assessment system to uplift the 21st-century skills within students, and the Ministry of Education with the help of other stakeholders to provide quality, relevant resources including IT facilities consistent with the CBE curriculum. The aspects discussed would benefit policymakers, administrators, and teachers in enhancing the mathematics teaching-learning process.

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The Role of Teacher to Address Issues of Disruptive Behaviour of Student Learners in Mathematics Classrooms: A Study in the Sri Lankan Context

Cited by 3 publications

References 0 publications

Analysis of Undergraduate Students’ Metacognitive Awareness Based on Class Level

Analysis of Undergraduate Students’ Metacognitive Awareness Based on Class Level

Application of Competency-Based Education in Lower Secondary Mathematics Education in Sri Lanka

Challenges Faced by Students in the Application of CBE in Senior Secondary Mathematics Education in Sri Lanka

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