Browsing by Subject "Learning Mathematics"
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Item Difficulties in Learning Mathematics of Tamang Students at Primary Level(Department Of Mathematics Education Central Department of Education University Campus Tribhuvan University Kirtipur, Kathmandu, 2015) Chaulagain, BalaramThe purpose of this study was to identify the causes of difficulties in learning mathematics of Tamang students at Primary level and to identify the impact of home enviroment in learning at school. For the purpose of the study the researcher choose a school situated in Bhotechaur 8 Jaisiganu, Sindhupalchock district. The researcher selected five Tamang children studying in grade five by using purposive sampling as his respondent. The researcher did in-depth observation of all the five children; spend more than one month and 15 days time for the observation of the children behavior, activities and their actual difficulties in mathematics classroom. The researcher also interviews the students to get the necessary information. The interview of their parents was also done to know the views about their children's study, their opinion about the difficulties of the Tamang children in mathematics. The interview of the mathematics teacher and Headteacherwas also done to investigate the causes of difficulties in mathematices of Tamang students. The researcher uses the theory of John Ogbu"Chltural differnce and discontinuity" to interpret the information and to get the conclusion. From this study the researcher found that the cultural discontinuity, language difference, lack of interpersonal relation, low economic condition, unfavorable school environment for learning, lack of local teachers, lack of enough practice in home etc. are the main causes of learning difficulties for Tamang students in mathematics. So, the researcher has come up with some suggestions and recommendations which are: school teaching has to relate the everyday learning method of Tamang children and mathcmatics teacher has to take into account the cultural practice of the students, has to emphasize on practical method in teaching.Item Difficulties of Badi Students in learning Mathematics(Department of Mathematics Education, 2019) K.C, Thal RajThis study entitled “Difficulties of Badi Students in learning Mathematics” studying at grade V in Salyan district. Was handled with the objectives to identify the difficulties in learning mathematics of Badi student at Basic level and identify the influence of home environment of Badi students to learn mathematics at that level. This is a qualitative study with case study design. Study was conducted with the sample size of four Badi children from grade V of the Shree Bhanubhakta Basic School Bagchaur-2 Salyan. The children were selected on the basis of purposive sampling. Tools of data collection were interview schedule and observation form to identify the learning difficulties, influencing factors and impact of home environment on mathematics. Further the researcher used John, U. Ogbu’s theory of cultural difference and discontinuity to analyze the collected data. The study concluded that the Badi students have great discontinuity between their everyday life and school activities as they get practical knowledge in home and theoretical knowledge at School. The language, economic condition, interpretational relation, learning environment at home and school, collaboration between students and teacher, Mathematical content, parents careless of their children education, most of the parents are uneducated, culture differences in home and school played vital role in learning mathematics. So, to improve the problem related to language and culture and enrolment of Badi students by teacher who knows about Badi community. To upgrade economic condition, government should employ their parents. To create learning environment at home awareness their parents by organizing some programs and provide the extra classes at school specially focused on Badi students.Item Effectiveness of Geogebra in learning Mathematics(Department of English Education, 2022) Chaudhary, sangitaAbstract This study entitled “Effectiveness of GeoGebra in learning mathematics at Grade X” is conducted with the specific objective; to compare the achievement of student’s taught by using GeoGebra and traditional approach in grade X and to analyze the student’s engagement in the use of GeoGebra in learning geometry. This study is based on the quasi- experimental research design on the theoretical basis of Diffusion of Innovation Theory. For this study, two government school of Kapilvastu distric, Shree Buddha Padam High School and Ratna Rajya Laxmi High School were selected as a sample. There were 17 students in the experimental group and 13 in the control group. For the experiment, the students of the experimental group were taught by GeoGebra software and control group were taught by traditional method. The data were collected by achievement test, class observation, an interview by open questionnaire and Likert scale questionnaire. Pilot studies were conducted for reliability and validity. The data collected from achievement test were analyzed through mean, standard deviation, and t-test using Microsoft Excel 2013 whereas the data from interview were analyzed by using thematic approach. The total duration of the experiment was 15 days. The finding of this study indicated that, the students in experimental group performed better than of the control group. Also experimental group, student’s engagement in the use of GeoGebra was positive. Therefore, GeoGebra was found a very effective on student’s achievement in teaching Geometry at grade X.Item Effectiveness of Problem Solving Method in Learning Mathematics at Secondary Level(Department of Mathematics Education Central Department of Education University Campus Tribhuvan University Kirtipur, Kathmandu, 2016) Bhatta, SaraswotiThis study presents an experiment on the effectiveness of problem solving method in learning mathematics at secondary level. The main goal of the study is to analyze the collected data and find out the effectiveness of problem solving method. Since problem-solving in mathematics is a fascinating activity for most students that can improve motivation that make mathematics more interesting for many students. The objective of this study is to compare the achievement score of the students taught by problem solving method and by using traditional teaching method. The population of the study includes the ninth grade students of government school of Kathmandu district. Out of 23 students of two schools, 12 as experimental group from Gram Shikshya Mandir Higher Secondary School and 11 as control group from Shree Baluddhar Higher Secondary School. The experimental groups were taught by using problem solving method whereas the control groups were taught by traditional method. The test scores were calculated and analyzed in terms of their mean, variance and t-value. To measure the effectiveness of problem solving method in teaching mathematics, the researcher developed and administered an achievement test for both pre test and post test. The test scores were collected and descriptively analyzed by using different mathematical tools as mean, percentage and t-test. The findings of this study were presented after analyzing and interpreting the data. Based on the interpretation and analysis of the data, the findings of this study proved that problem solving method was more effective than the usual traditional method. The students who were taught by using problem solving method were significantly better than that of the students taught by using traditional method.Item Games For learning Mathematics at Basic level(Department of Mathematics Education, 2021) Thapa, DeepakThis is a survey study entitle “Games for Learning Mathematics at Basic Level”. The Primary focus of the present study was an evaluation of the effectiveness of games when used in basic level mathematics students.The sample of study included 40 students of grade four of government school: Shree Dharmodaya MadhyamicVidhyalaya, Airawati Gaupalika, Pyuthan district.In this particular research, researcher adopted experimental design that included both qualitative and quantitative research methods. The quantitative data obtained from achievement test and standard deviation, correlation and co-efficient of regression were used for analysis of quantitative data.Qualitative data obtained from observation and interview with both teacher and students who experienced the use of mathematics games supported the quantitative findings concerning the effectiveness of games in mathematics classes. The results from achievement test papers suggest that there were statistically significant pre–post differences for achievement of students. In-depth information for qualitative data were provided from observations and interviews. The data were analyzed to shed light on students’ interactions during the games and to triangulate and to clarify and explain students’ responses to the learning environment and attitude questionnaires. Analysis of the interviews suggested that the students generally enjoyed mathematics more when games were included in their lessons, and that the use of mathematics games had improved their feelings positively about how well they were performing in mathematics. During the study, teachers had seen often reluctant to use games in their mathematics classrooms; my study is significant as the results have the potential to encourage mathematics teachers to incorporate the use of games in their classrooms as a viable alternative pedagogical approach.Item Mathematics Student's Belief and Practice of Tuition(Departement Of Mathemathics Education Central Departement Of Education University Campus, Kirtipur Tribhuvan University Kathmandu, Nepal, 2016) Shrestha, Ram KrishnaThe main aim of this study entitled "Mathematics Students' Belief and Practice of Tuition" was to investigate the beliefs of mathematics students' towards the practice of tuition. The study was also aimed to find the causes of taking tuition at secondary level students. The study was survey and descriptive research design, in fact mixed (quantitative and qualitative). To investigate the beliefs of mathematics students' towards the practice of tuition, the researcher used the questionnaire form. The questionnaire sheet contained 30 statements on the basis of five components: Interest, Effort, Self-confidence, Uselessness and Fear related with tuition. In each component there were 6 statements. Among 30 statements 18 statements were positive and 12 statements were negative to tuition. The questionnaire administered among 250 secondary level students from 14 sampled public secondary schools of Dhankuta district. The Chi-square test was used to investigate the belief of mathematics students' towards the practice of tuition. Entire test is used at 0.05 level of significance. Also, to find the causes of taking tuition at secondary level students, the researcher administered in-depth interview of 10 mathematics students (6 boys and 4 girls) and 5 mathematics teachers from 14 sample public secondary schools of Dhankuta district with help of interview guidelines. The information from in-depth interview of sample students and teachers obtained in qualitative form and those data analyzed by Cross-match method. The researcher also observed 3 tuition classes with the help of checklist. The population of the present study contained the public secondary schools students of Dhankuta district. The researcher found that the high belief towards the practice of tuition at secondary level students. Also, concluded that there was significant relationship between students‟ belief and their practice of tuition. v The absent of teachers and students in classroom; reading writing environment is not good at home; reading writing environment is not good at school; low economic status of students; to identify the important questions related to exam; many students feel pleasure to learn mathematics in tuition; to solve the problems immediately; it increases the practice habit of students and group learning; easy to understanding math problems; to finish the course in time; easy to pass exam; and not tension for guide and guess paper are the causes of taking of tuition at secondary level students. At present study the researcher concluded that the majority of the secondary level students were interested to take tuition for learning mathematics.Item Parent’s Involvement in Learning Mathematics(Faculty of Education mathematics, 2017) Khatri, Chandra BahadurThis is a survey type research related to Parent’s Involvement in Learning Mathematics and its relation on mathematics achievement. The objectives of this study were to find the Parent’s Involvement in Learning Mathematics and to analyze the mathematics achievement of students with respect to the Parent’s Involvement. For this study, the researcher selected three public schools through stratified random sampling with 150 students and parents through random and purposive sampling. Mathematics achievement test for students and parent’s questionnaire were the main tools of this study. Percentage, mean, standard deviation and correlation coefficient were used to analyze the data related to parental involvement in learning mathematics. After analysis and interpretation of the obtained data, the finding indicates the mathematics achievements of students whose parents having setting well study room is better than that of other. Whose parents have electric materials like television, internet etc. they have better achievement than that of other. If the parents have always going school is better mathematics achievement than not going school. It shows that if the parents having always involve school programme they have better mathematics achievement than that of other. And the mathematics achievement of students whose parents have more time giving is better than the parents taking less time. This research shows that the mathematics achievement of students whose parents have always homework checking is better than that of other. The mathematics achievement of students whose parents having giving more motivator quantity is higher than that of other. And the mathematics achievement of students whose parents giving educational materials is better than other material. It is concluded that the different role of parent’s involvement is very essential for increasing the mathematics achievement. They are able to increasing mathematics vii achievement by providing facilities for reading and writing as well as parents guiding for doing homework by parents involvement with different role for encouraging. It shows that parent’s involvement on home environment, parent-school communication and motivator at home role was not sufficient, but they needed help and guidance educational activities at home. Then the parent’s involvement in schools activities should be encouraged and the government should consider developing and implementing policies that support this.Item Role of Home Environment on Learning Mathematics(Faculty of Education mathematics, 2017) Subedi, ThaneshwarThis is a survey study related to the “Role of Home Environment on learning mathematics at grade VIII”. The main objectives of this study were to find the influence of parent’s economic states, family involvement and family education on student mathematics achievement. One hundred ninety five students were selected from four government schools in Rudrapur VDC by using random sampling method. Mathematics achievement test, questionnaire forms were used to collected data. The achievement test item was selected from previous used question and research questions were given to the expert at the department of mathematics education of T.U. According to their suggestion some items were changed and some were modified. The collected data were analyzed by using statistical tools such as mean, standard deviation, correlation coefficient and linear regression. The mean score of students of educated, literate and illiterate father were 40.54, 30.10 and 19.50. The mean score of students of educated, literate and illiterate mother were 38.52, 34.93 and 32.00 respectively. The mean score of students of high, middle and low income family were 46.20, 37.05 and 29.78 respectively. The mean score of students of one hour, two hour and three hour providing time were 31.18, 36.07 and 45.20 respectively. The mean score of student of at least one, at least two and at least three time visiting in school were 31.87, 38.11 and 42.00 respectively. The correlation between the mathematics and family income, father education, mother education, parent provided time, parent visiting in school were found. The mother education and father education had substantial correlation with student mathematics achievement. The family income and mathematics achievement had moderate correlation. Also the parent provided time for student had moderated correlation with student mathematics achievement. Whereas the correlation between parents visiting school and mathematics achievement were low correlated. The regression coefficient of mother education is 0.479, which is highest, so it is most influential and shows that higher mother education helps students to have higher mathematics achievement. The regression coefficient of father education is 0.21 which is also influential for the students to increase their mathematical achievement. The regression coefficient of family income is 0.151 which means when the family income increases then the student achievement also increase. The time provided is 0.156 which is also influential for the students to increase their mathematical achievement. The variable (mother education, father education, income, time provided and parent visiting school) are increase than the student mathematics achievement is also increase. Since the home environmental factors affect the mathematics achievement of student.Item Uncover the Factors affecting Learning Mathematics of Madhesi Community student(Department of Mathematics Education, 2016) Acharya, DayaramThe study mainly concern to uncover the factors affecting learning mathematics of Madhesi community student. This study has addressed the questions What are the factors involved in the home environment of Madhesi children?,Do the home environment influence mathematics learning?,Why is the Madhesi children low achiever in mathematics class? The main objectives of this research are to identify the learning environment of grade eight Madhesi community students in Banke district, to identify the major factors affecting learning mathematics of grade eight Madhesi community students in Banke district. I used qualitative design with case study approach. The study site of this study is Gyansagar Higher Secondary School of Banke district with taking 12 samples purposively. The classroom observation, interview schedule and school documents and records were the main tools of this study. I analyzed the information by using different theories to procedure the information and draw conclusion on the study. From the analysis of the data it was found that uneducated parents, teacher centered teaching method, did not use of teaching materials, poor economic condition, parent’s involvement on their children, home environment, classroom management, ethnicity believes are the main affecting factors in learning mathematics. It was also found that the way to minimize the factors affecting learning mathematics, they were: parents should pay attention toward their children, address their right demands, visit school and take information about their children. Teacher also pays attention toward teaching learning methodology, child psychology and teaching materials. The school administration should manage the teaching learning environment.