Browsing by Subject "Learning mathematics"
Now showing 1 - 20 of 41
Results Per Page
Sort Options
Item 6Achievement and Effecting Factors in Learning Mathematics of Musahar Students(Department of Mathematics Education, 2021) Kohar, JitendraThis study entitled “Achievement and Effecting Factors in Learning Mathematics of Musahar Students” intended to find out the achievement and leading factors that effects in learning mathematics Musahar students. The main objectives of this study were to identify the achievement in mathematics of Musahar children and to identify the leading factors that effects on their mathematical achievement. Where, the study is based only on the basic level of government school and on Musahar ethnic group of Nepal. In this study, to fulfill above objective the researcher conducted achievement test with interview schedule and observation form to collect the required information. The researcher used the explanatory sequential mixed research design. Quantitative data were analyzed by the statistical tools and qualitative data were analyzed by thematic network approach of analysis. For this, researcher selected three sample schools from Rupandehi district by purposive sampling. Sixty students were selected for achievement test. Similarly mathematics teachers, head teachers, parents and students were included in interview. The researcher analyzed the collected data with the help of conceptual understanding on the basis of factors related to learning environment at home and school, pre-knowledge, interest and labor in mathematics of the students and maternal education and support. The finding of the study shows that, there is very low achievement in mathematics of Musahar students in comparison of National Assessment of Students Achievement (NASA) 2011 and 2015. From the study, it is found that there a lots of factor behind low achievement of Musahar students such as factors related to school management, factors related to students, factors related to teacher, factors related to parents and factors related to environments. Specially, in learning mathematics Musahar students have lake of fundamental concepts of mathematics, problem to transform the word problems into algebraic expression, very low knowledge in process solving skill and application of concepts, formulas in the new context. The main reasons for the above problems are the irregularity and wrong concept in schooling. From the observation of schooling records of Musahar community and from interview, it is found that the low achievement of Musahar students is their genetic factor.Item Accessibility and Practice of ITC in Teaching and Learning Mathematics(Department of Mathematics Education, 2020) Dhungel, PradipThe topic of the study is "Accessibility and practices of ICT (Information Communication and Technology) in teaching and learning mathematics." The purpose of this study was to investigate the accessibility of ICT tools and their practices in teaching and learning mathematics. The study adopted descriptive survey design and the information/data was collected by observation checklist, interview and questionnaire. The sample of the study was 200 students and 24 teachers from twenty secondary schools. The researcher used random sampling procedure to select the sample for finding the accessibility of ICT tools. For the convenience of the researcher Hanumanteshwor Secondary School of Baiteshwor-4 Dolakha was selected for investigating the practices of ICT in teaching and learning mathematics purposively. The data collected by using checklist, were analyzed descriptively according to the percentage score of the data. The responses of the interviewee were analyzed by using qualitative approach. It was found that most of the schools in Dolakha district had access of ICT tools but only fewer teachers used them due to the lack of pedagogical knowledge. Also some old teacher still believes on traditional way of teaching so they are not modified according to the today's technologies. It was found that the training organize by different institutions are only focus on providing technical knowledge related to ICT but not included pedagogical knowledge related to ICT in mathematics hence the teachers are unable integrate the ICT in teaching and learning mathematics. It was also noticed that maximum students are from the poor background so many of them have no availability of ICT tools at their home.Item Adversities encountered in learning mathematics by Chepang Children at Primary Level”(Department of Mathematics Education, 2015) Kandel, DebakiThe main objective of this study is to identify and analyze the problem faced by Chepang children in mathematics classroom in Primary Level. This research is qualitative in design with ethnography in approach. Classroom observation form and interview guidelines to students as well as teachers were used to collect data. Besides these, unstructured interview of selected students, teachers and parents had also taken to analyze problem. On the basis of reviewed literatures and different concepts of theories, such as : cultural difference and discontinuity theory, constructivism and the different aspects were developed as indicators to analyze the collected information of the study. The study found that the home and the school environment are not suitable for the mathematics learning of Chepang students. There are linguistic problems at mathematics classroom. There is lack of interpersonal relations. In some of the places there is proper interaction but in some schools there is no proper interaction between teacher and Chepang students at mathematics classroom. To improve the learning capacity of Chepang students in mathematics,they should be motivated to be regular in school,there should be discussion between Chepang parents and teacher about their children, there discount in tuition classes,there should be at least one Chepang teacher in each school.The economic help should be given to them and the pople who discriminate them should be discouraged.Item Adversities in teaching learning mathematics in cultural diverse classroom(Department of Mathematics Education, 2016) Pandey, Keshav RajThis study is about “Adversities in Teaching Learning Mathematics in Cultural Diverse Classroom”. Linguistic, ethnic and gender diversity is the realistic picture of Nepalese secondary mathematics classroom as Nepal is a ‘bawl of salad’ for more than 126 linguistic communities and more than 61 ethnic communities. The Mathematics teacher should therefore be aware of these diversities and adversities inside a classroom. Culturally diverse students regarding ethnicity, language and gender should be especially treated to guarantee the right to education. The main difficulty of the students from ethnic community, non-Nepali mother tongue and girl students are lack of guidance and sufficient time at home, problem to catch the pace of teachers, linguistic tone and internal fear or shyness. Taking cultural diversity as a boon, a teacher can make a classroom interesting, gender-friendly, culture-friendly and encourage them for better performance. A teacher can play a pivotal role to reduce discrimination and empower the students from ethnically, linguistically and gender minorities through the application by appropriate teaching methods and materials, teacher training, collaborative and group teaching, peer learning, constructive teaching learning, life like examples and knowledge of other culture etc. It is a qualitative ethnographic research design focused on the problems faced by the teachers and students in multicultural classroom. Fifteen participants were selected by using judgmental purposive sampling. The major tools of data collection were interview and classroom observation. The study site was Kathmandu district where we can find variety in language and culture.Item Causes of Anxiety in Mathematics Learning: A Case Study of Higher Secondary School Students(Department of Mathematics Education, 2015) Neupane, SarojaMathematic and anxiety are considered as two sides of a coin. How anxiety is caused in learning mathematics is the main problem to have low achievement and performance in Mathematics in Nepal. The main objectives of this study were to find out the causes of anxiety in mathematics and to suggest the remedial measures. This study was done in two schools of Kathmandu valley. Mathematics teachers and students studying mathematics in higher secondary level within Kathmandu Valley were the population of the study. Two mathematics teachers, eight students of two higher secondary schools were selected as research participants. This is a case study about the causes of anxiety and remedial measure to reduce anxiety, so qualitative approach of research methodology was used. Mathematics teachers and students were interviewed. Most of the students didn’t practice the mathematical problems is a main cause of anxiety in mathematics. Understanding the structure of subject-matter have resulted loss of self-efficiency to perform the mathematical task. The challenge of discipline on students implies dominated behavior toward teacher. Negligence to teachers implies directly or indirectly anxiety in mathematics learning. Good discipline creates the seriousness toward study and increases the creativity about the mathematical thinking. Such thinking is directly helpful in reducing to anxiety in mathematics. Teacher’s negligence to check homework is also contributing to the negligence to do homework from the side of students. As it is hampering to practice more and students get anxious when they get heavy amount of the task to be done at a time during exam time. Effective teaching/learning program is helping for reducing anxiety in mathematics learning. Creative thinking skills are to be used by teachers to address the issue of anxiety in mathematics learning. Teachers need to create high quality mathematics programs than regular learning program such as Math Club, Math Quiz and Math Tour to motivate students in learning mathematics. As a result students can be engaged in different activities and enjoy in mathematics learning and understand the beauty of Mathematics. As a result students’ level of confidence increased. High degree of cheating behavior didn’t force to creative thinking about mathematical subject-matter. Negative attitudes have forced to neglect mathematics study. Consequently the anxiety in mathematics was increased. The polarization of students played the negative role for conceptual understanding. Polarization of students was created unreasonable distance between talent and weak students. Group of talent students hoped that they have strong mathematical concept if they have not and went downward with over confidence. Group of weak students thought that they didn’t understand the mathematics subject-matter.Item Causes of difficulties of dalit girl students in learning mathematics(Department of Mathematics Education, 2019) Sharki, SarojThis study entitled to"Causes of difficulties of Dalit girl students in learning mathematics". The objectives of this study were to find the causes of difficulties faced by Dalit girl students in learning mathematics at basic level and to find the mathematics learning environment of Dalit girl students at home and school. The design of this studywas qualitative with case study approach.Researcher selectedfive Dalit girl students,their parents, and one mathematics teacherfor the studyfrom Bhanu Secondary School, Paharilotar Chitwanas sample by purposive sampling. Class observation and semi-structure dinterview were the main tools for the data collection process. I visited the sample school and metthe mathematics teacher, Dalit girl students and respective parents.Further the researcher used Vygotskian social constructivism theory, Criticalrace theory and Feminism theory were used to analyze the data. The study concluded thatthe participation of Dalit girl students in mathematics learning is comparatively less than other students. Similarly, the factor affecting the participation of Dalit girl students in mathematics learning are poor economic condition of the family, negative social belief and tradition, household work load, cost of education, psychological effect, distance of the school were the problems of participating the Dalit girlstudents in mathematics class. To improve the learning capacity of Dalit students in mathematics, they should be motivated to be regular in school, necessary materials should be provided to them from the school, there should be discussion between Dalit students, parents and mathematics teacher about their student, there should be discount in tuition classes, there should be at least on Dalit teacher in each school. The economic help should be provided to them and the people who discriminate them should be discouraged.Item Causes of low achievement of students in mathematics(Department of Mathematics Educaion, 2023) Pandey, RajeshThis is a case study researchentitled “Causes of Low Achievement of Student in Mathematics”. The objective of this study was to identify the causes of low achievement of student in mathematics and to explore the way to improve student achievement in mathematics. This is qualitive research method base on case study. This study was bounded on Bag Devi Secondary School, Mulabari Bhumlu, Kavrepalanchok. This study was only related to the student in secondary level and also respondents of the study were mathematics teacher, five student and their parents. The respondent of the study was selected on the basis of purposive sampling method. Classroom observation, in-depth interview and document analysis were used as tool of data collection. This study found that lack of previous knowledge in subject matter, the learner does not have interest, learner does not have learning environment, student does not spend much time for learning mathematics, lack of teaching techniques, student have anxiety and exam fear, parents’ education is not good, lack of use teaching technology and family poor economic condition are the main causes of student difficulties to learn mathematics. The students have less motivation towards learning mathematics because the concerned bodies like their school, parents, teachers have given less concern for developing student friendly teaching and learning environment. To use student centered method, use teaching techniques for cooperative learning, teach mathematical problem in practical way, student spend necessary time for learning mathematics, to create learning environment in school and home are the main ways to improve student achievement in mathematics. This study is beneficial for secondary mathematics teacher, student and researcher.Item Causes of Low Participation of Dalit Girls in Mathematics(Department of Mathematics Education, 2015) Bhatt, Narendra RajThe present study focuses on the “Causes of Low Participation of Dalit Girls in Learning Mathematics.” The study attempts to identify the present situation of the participation of Dalit girl students and find out the causes of low participation of Dalit girl students in learning mathematics at secondary level. The case study was necessarily of qualitative and descriptive in nature. The study was conducted with the sample size off our Dalit girl students of grade X selected from Shree Purna Higher Secondary School, Vimdatt Municipality-12, Kanchanpur. This study used three types of tools such as interview schedule, observation and document analysis to collect the data. The collected information was analyzed by thematic categorization and interpreted according to the cultural difference. This study shows that engagement of household work, poor economic condition, illiterate parents, over aged /early marriage, socio cultural norms and values, family occupation etc. are the causes of low participation of Dalit girl students in learning mathematics.Item Challenges Faced by Dalit Students in Learning Mathematics(Department of Mathematics Education, 2018) Das, Madan KumarThis is a case study related to Challenges Facedby Dalit Students in Learning Mathematics at Secondary Level in Siraha district. The objectives of this study were to identify the access of Dalit students in mathematics learning, their challenges in access and to solve the challenges of Dalit students.The design of the study was qualitative with case study approach.I selected the Six Dalit students (3 boys and 3girls)secondary level in Bishnupur Gaupalika of Siraha district.respective parents, mathematics teachers were chosen for the study as sampleand I have used purposive sampling. Class observation and interview were the main tools for the data collection process. Based on reviewed literature and different concepts of theories, data have been analyzed and interpreted to find out the causes of challenges faced by Dalit students. I visited the sample school and concerning the mathematics teacher, Dalit failure students and respective parents. It was found that poor economic condition of the family, negative social belief and tradition, householdwork load, cost of education, lack of motivation, psychological effect, lack of teacher-students interaction, irregularity, lack of parental involvement in school, distance of the school were the manychallenges of the Dalit students in mathematics learning. To solve the challenges in learning mathematics of Dalit students they should be motivated regular in school, necessary materials should be provided to them from the school, there should be discussion between Dalit student, parents and mathematic teachers about their student, there should be discount in tuition classes, there should be at least one Dalit teacher in each school. The economic help should be provided to them and the people who discriminate them should be discouraged.Item Challenges faced by married female students in mathematics learning(Department of Mathematics Education, 2023) Bhatt, DharmatiThis study entitled "Challenges faced by married female students in mathematics learning" The main objective of this study were to find the areas of challenges of married female students in learning mathematics and to find the causes of challenges of married female students in learning mathematics. The study is based on case study which is qualitative nature conducted with the sample of four married female students and two women mathematics teacher of Tribhuvan University, Central department of mathematics Education. The case were selected based on purposive sampling. Tools for data collection of this study was in-depth interview and the collective data were analyzed with the help of descriptive method. From the above stated findings researcher concluded that Mathematics is a time consuming subject. This subject is not difficult, but married women are not able to take regular classes and can't spend time at home, so it has become a challenge for them. Such challenges include personal, family, socio-cultural, post-childbirth, etc. When women study for master's degree in mathematics after marriage, it is seen that some of them faced many challenges and some of them faced few challenges, while some of them got better opportunities than before marriage. It was seen that women who had children faced more challenges in learning mathematics than women who did not have children. Before marriage, when the financial status of parents was weak, they had to work and support them, but after marriage, women did not feel comfortable even though they were financially strong.Item Cultural Diversity and Difficulty in Learning Mathematics(Department of Mathematics Education, 2016) Shrestha, PashupatiThis study focused on cultural diversity and difficulty in learning mathematics of culturally diverse students at school. The objectives of this study were to identify the difficulties in learning mathematics of culturally diverse students at school, and to explore the relationship between culture and learning mathematics. It concentrates on the specific themes of emerging main research questions based on difficulties in learning mathematics of culturally diverse students at school, relation between culture and learning mathematics, and effective teaching learning approach for culturally diverse classroom. In dealing with research questions based on the above themes, I used qualitative research design and ethnography approach to explore the multiple realities through the methods of observation, in-depth interview and documents analysis. One government school (i.e. Shree Shanti Vidhyagriha Higher Secondary School) was selected from Kathmandu district and eight students from grade VII and IX were selected on the basis of purposive sampling. Head teacher and two mathematics teacher were also selected as a sample of this study. The collected data were analyzed with the help of theories and related literatures. Cross match or triangulation was adopted to maintain the validity and reliability of the results of the study. The study found that there is a cultural diversity in classroom. The culturally diverse students have many difficulties in learning mathematics. Pupil’s weak perception on mathematics, lack of culture friendly curricular materials, mathematics anxiety, and traditional teaching learning activities, family’s socioeconomic status, discrimination in classroom and home-school mismatch were the difficulties in learning mathematics of culturally diverse students at school. There is mutual relation between culture and learning mathematics. Integrate culturally relevant content and social issues, utilize culturally responsive instructional strategies and use cooperative learning in mathematics are the effective teaching approaches for the culturally diverse classroom at school. It has also concluded that mathematics teaching and learning ways from the schooling is not good. Existing school mathematics teaching learning practices seem failing to address social and cultural needs of the students.Item Cultural Diversity and Difficulty in Learning Mathematics(Department of mathematics Education, 2022) Pokharel, BinodThis study focuses on the"Cultural Diversity and Difficulty in Learning Mathematics". The objectives of this study were to identify the causes of difficulties in learning mathematics of culturally diverse students at school and to explore the relation between culture and learning mathematics.It is case study and qualitative in nature.This study was conducted with the sample of one school from public selected by purposive sampling.One head teacher and one mathematics teacher and four students through purposive sampling. Direct interview with students, head teacher, math's teacher and parents were taken. Classroom observation was done for two times with different days during teaching learning activities. The collected information from teachers and students were analyzed with the help of theoretical and conceptual framework developed by the researcher.In this study, I have found that pupil's weak perception on mathematics, lack of culture friendly curricular materials, mathematics anxiety,traditional teaching learning activities, family's socioeconomic status, discrimination in classroom, and home-school mismatch are causes of difficulty in learning mathematics of culturally diverse students at school. Due to lack of practical knowledge of school mathematics, students do not find the connection between their real life and the mathematical knowledge they have learnt.I have also concluded that mathematics teaching and learning ways from the schooling is not good. Existing school mathematics teaching learning practices seem failing to address social and cultural needs of the students. There is lack of use of effective teaching learning activities in mathematics classroom. School mathematics is totally based on rote learning and lecture methods. Teaching learning process fails to connect the link between mathematical theoretical knowledge and the student's reallife. Culture and learning mathematics has mutual relation.Culture of home and school directly affect in learning mathematics. Most of the schools are following culture of dominant group in society. So, it difficult to adjust for the minority groups students. Achievement in mathematics of children has affected by family's socio economic status. There are effective teaching approaches in culturally diverse classroom. Integrate culturally relevant content and social issues, utilize culturally responsive instructional strategies,and use cooperative learning in mathematics are effective teaching approaches in culturally diverse classroom.Item Difficulties faced by secondary level students in learning geometry(Department of Mathematics Education, 2019) Parajuli, KamalThis research was designed to find out the difficulties faced by secondary level students in learning geometry with objective to explore the curricular factors that produce the difficulty in learning geometry and identify the environmental factors of learning difficulties in secondary level school students. This study used mixed method design with sequential method. Purposive sampling technique was adopted to take the sample. Sample based on100 students on the public schools of Arghakhanchi district for questionnaire and diagnostic text. Interviews were taken from mathematics teacher, low-achiever and high-achiever students. The data of the research is analyzed on the basis of primary data. The findings of this research may be generalized on remote areas schools of the country. Findings showed that students had conceptual difficulties on the area of understanding geometrical objects, terms, definition, properties and theorems etc. and procedural difficulties on appropriate use of the geometrical tools, develop the conclusion from the experimental verification, connect required condition to prove the theorem, find the solution of application and appropriate formula use in appropriate situation. There are various environmental factors also responsible such as significant implementation of the government policies, inadequate infrastructure of the schools, lack of sufficient material for learning geometry, lack of I.C.T. lab, inappropriate and insufficient training for mathematics teachers, anxiety and low interest of students towards geometry, lack of reference books with the students, insufficient integration of geometry curriculum, insufficient pre-knowledge of students, insufficient use of multiple ideas of learning geometry like as project work, group discussion, work on software such as geo-gebra, mathematica etc.Item Difficulties in Learning Mathematics of Dalit Girl Students at Secondary Level(Department of Mathematics Education, 2022) Dhaurali, DiggajThis is a qualitative research related entitled the difficulties in learning mathematics of Dalit girl students at secondary level. The objectives of this study were to find the areas of difficulties in learning mathematics of Dalit girl students and to find the causes of difficulties faced by Dalit girls students in learning mathematics at secondary level. This is a qualitative study of case study design. Study was conducted with the sample size of four Dalit girl student of grade X from Shree Achane Secondary School Tripurasundari, Dhading. The sestudents were selected on the basis of purposive sampling. Mathematics achievement test, classroom observation and semi-structured interview were the data collection tools of the study. Based on reviewed literature and different concepts of theories, data have been analyzed and interpreted to find out the causes of difficulties in learning mathematics. It was found that the prior knowledge, skill of application of formula, teaching strategy, home environment,gender discrimination, and mathematics anxiety affects to learn mathematics. Dalit girl students haven't enough time to do homework and to do more practice due to workload at home. Student centered teaching strategy should be used in teaching learning activities. Individual teaching should be needed to special students for fulfilling the prior knowledge to them. It was seemed to lift up the level of awareness of parents. Parents should provide extra classes to their daughters to improve their learning mathematics. School and local government should launching various scholarship programme and discount in tuition fee of Dalit girl students. Parents also had to manage enough time to study at home without any discrimination between son and daughter.Item Difficulties in Learning Mathematics of Tamang Students(Department of English Education, 2022) Woiba, Men KumarThis study focused on the difficulties in learning mathematics of Tamang students of grade X at Shree Annapurna Secondary School, Khoplang in Gorkha district. The objectives of this study was to explore the difficulties and analyze the causes of difficulties in learning mathematics of Tamang students. This study was qualitative in nature with case study research design. Six Tamang students, parents of the selected students, one head teacher and one mathematics teacher of the selected school were samples of this study selected by using purposive sampling method. I used in-depth interview, class room observation form, written documents and interview guidelines to collect the data and information for this study. I used thematic and triangulation method with the "Cultural difference and discontinuity theory" of John Ogbu to interpret the information and to get the conclusion. From this study, I found that Tamang students were facing the difficulties on concept, process, memorization and symbols of mathematics. The causes that makes difficulties in learning mathematics were cultural difference and discontinuity at home and school, lack of interpersonal relation, home environment of the Tamang students, parents education and low economic condition of the family. The main causes of the difficulties in learning mathematics of Tamang students is irregularity at the school. I want to suggest some ideas to reduce the difficulties in learning of mathematics of Tamang students. The school should provide hostel facilities, scholarships and provide extra time and support for the students. Mathematics teacher should use student-centered teaching method in the classroom and have to give proper feedback and guidance for the weak students individually. Parents should manage the educational environment at the home.Item Difficulties of Darai Students in Learning Mathematics(Department of Mathematics Education, 2017) Kandel, RamuThe main objective of this study are to identify causes of difficulties and strategies to address the causes of difficulties of Darai students in learning mathematics at Secondary Level. This research is qualitative in design with case study approach. The study site is three schools situated in Darai community of Vy as municipality-5, Tanahun, Nepal. There were altogether 18 participants in my study, which was taken by purposive sampling. Classroom observation form and interview guidelines to students, subject teacher and parents were used to collect data. Besides these, unstructured interview of selected students, teachers and parents had also taken to analyze difficulties. On the basis of reviewed literatures and different concepts of theories used to analyze the collected information of the data of study. Then it was found that home and school environment are not similar for the mathematics learning of Darai students, Darai have their own traditional values, language, they are culturally dominant, parents involve their children in lobour, Darai students have low physical facilities and materials, most of the parents are uneducated, lack of proper interaction between teacher and students, parents careless of their children education, lack of group discussion and lack of inter-relationship between other caste students are the causes of difficulties of Darai students in learning mathematics. Ways to address the causes of difficulties of Darai students in learning mathematics, their parents should be regular visit in the school, there should be maintain home environment and school environment same, involvement more them in classroom activities, do not biased Darai people as well as their children in the school, emphasis in learning of Darai students, provide scholarship and equipments to the Darai students.Item Effectiveness of Geogebra in Teaching and Learning Geometry(Department of Mathematics Education, 2021) Prajapati, DipeshThis study entitled “Effectiveness of GeoGebra in teaching and learning geometry” is an experimental research. The first objective of this study were to compare the achievement of students taught by using GeoGebra both by teacher and students versus GeoGebra used by teacher only on circle and parallelogram of grade IX, and the second objective to explore the student‟s perception about GeoGebra at grade IX. This research was based on constructivist view of learning. A pre-test and post-test of quasi-experimental research design was used to find the effectiveness of GeoGebra on students‟ achievement. Researcher used conventional sampling and selected two schools from the Baglung district. For the research purpose, I selected 20 students from New Life Secondary Boarding School as experimental group and 18 students from Golden Future Secondary Boarding School as control group. For the data collection, I used mathematical achievement test, a set of questionnaire related to five point Likert‟s scales and semi-structure interview. The mathematics achievement test was used to fulfill the first objective and the set of questionnaire and semi- structure interview were used for second objective. The results indicated that there was a significant difference between the average achievements of students taught by using GeoGebra by both teacher and students versus GeoGebra used by teacher only. The finding illustrated that the students in the experimental group performed better than the control group. Additionally, a set of questionnaire related to five point Likert's scale and interview were used on both experimental and control groups to explore the student's view about GeoGebra at grade IX. The result of questionnaire and interview showed that, students had positive perception about GeoGebra software in teaching geometry.Item Exploring learning difficulties in school level Geometry(Department of Mahematics Education, 2017) Sapkota, RadhikaMost of the students regard mathematics as a difficult and dislike subject in school education. However, different studies showed that it could be made easier if we can find the cause of difficulties in learning mathematics. So, this study intended to determine the causes of difficulties in learning Geometry and to minimize the difficulties in learning geometry at secondary level. This study based on mixed method design. The researcher took interview and questionnaire with teachers and students. I observed the classroom for twenty days class. I collected the data and analyzed the obtained data with the help of conceptual understanding. Observation and achievement test among 200 students were conducted. Participants of this study were selected by simple random sampling method. Responses obtained from class observation and questionnaires were categorized based on Likart scale Mean Weightage score was collected to analyze the data obtained from observation and questionnaire. Percentage score was collected to analyze the data obtained from achievement test. In addition to that answer sheets were analyzed to identify the difficulties area in geometry. The data obtained from interview were analyzed descriptively. Finally it is concluded that the students feel difficulties in learning geometry because of school environment, home environment, lack of pre- knowledge, motivation and interest, learning activities teaching methods and technique. If the school provides sufficient teaching materials about geometry, extra classes for weak students, teacher uses appropriate teaching methods and parents create good environment for practice then the difficulties in learning geometry would be minimize.Item Exploring the Participation of Students in Mathematics Learning(Department of Mathematics Education, 2016) Chapagain, DineshThis thesis entitled “Exploring the Participation of Student in Mathematics Learning” is an attempt to study how students are take parting or engaging in mathematics learning. It focuses on the way of engagement of the students in mathematics learning at school and out of the school. According with time Nepal’s also changing in its political, social and cultural aspect. Rapid urbanization and interest of people to live in urban culture is increasing. Now a day the people are becoming aware about their education, health, employment, development etc. that’s why people are developing their society according as their will. Among them education is a major sector to fulfill the whole desire of the developing society. But the development of the education sector in its own pace. Without proper education people cannot address the challenges of the present day world. Thus for the effective and productive education system research can plays the vital role to manipulate the education in path of development of nation. The study aims to examine the learners in mathematics learning regarding on their participation like engaging fashion, way of involvement, exposure, learning style in and outside the school and the affect of mathematics education in their learning activities in mainstream education system of Nepal. Mainly the study focuses on the how the students are acting or take parting in mathematics education as being the focal point of the education system. The study is conducted in a qualitative paradigm in a government funded school. The study field is chosen as a motto of the study for suburban area. The main finding of the study is that the existing level of participation of students in terms of regularity, their economic increment, positive attitude towards education, investment in the child education by their parents are appreciative. Particularly in case of mathematics learning students are not taking commonly and they are performing uncomfortably. There have been shown some of the hurdles in mathematics learning. This research suggests for concerned bodies which can be removed by clever compilation of the components of mathematics learning.Item Factors Affecting Girls' Participation at Higher Secondary Level Mathematics in Doti District(Department of Mathematics Education, 2016) Giri, PratimaThis study focus on the factor affecting girls’ participation in higher secondary level mathematics. This is a survey type that attempts to describe the participation level of girls’ students in higher secondary level mathematics and to analyze the factors that affect participants. Six higher secondary schools were selected randomly from all higher schools of Doti District including rural and urban area. One set of observation schedule was administered to find out the level of girl students participation in mathematics class of selected class of sample higher secondary schools. And one set of opinionnaire scale was prepared and distributed to the girls’ students to find out the effect of teaching learning process, home environment, social variable, time variable, school environment and attitude towards mathematics in girl participation. Concerning to above factors unstructured interviews was taken with mathematics teachers from respective sample higher schools. Statistical test such as: - value was used to interpret the result and reflection was made over the statistical judgment. This study shows that the participation of girl students is very low in comparison to boys in Mathematics. The main factors that affect participation are: male dominated society, less priority given by parents to their daughter than sons, different error made by students in solving mathematical problem, home environment, school environment, teaching learning process, drill and practice.
- «
- 1 (current)
- 2
- 3
- »