Browsing by Subject "Mathematics curriculum"
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Item Attitude of students and mathematics teachers towards statistics at secondary level(Department of Mathematics Education, 2018) Nepal, PremThe present study "attitude of students and mathematics teachers towards statistics at secondary level" is carried out to find out the attitude of students and teachers towards statistics and to find out the comparative attitude of boys and girls students as well as students and teachers towards statistics at secondary level. The study adopted the descriptive survey design. 240 students and 25 teachers of Ilam district were selected as the sample of respondents by random sampling method. Two sets of opinionnaire were developed as the tools for data collecting. One set was used for the students and the another for the teachers. Both sets of opinionnaires were consisted of five level of statements classified into receiving, responding, valuing, organization and characterization according to the affective domain of David Krathwohl. The reliability of the opinionnaires was predicted by test-retest method. The attitude scores of students and teachers were divided into five categories strongly disagree, disagree, undecided, agree and strongly agree for each item arranged in the likert scale. The obtained data was analyzed using percentage, mean, t-test and 2-test at 0.05 level. The result of the study showed that the students and mathematics teachers have positive attitude towards statistics, the boy and girl students do not have significant difference in attitude towards statistics, the students and mathematics teachers have a significant difference in attitude towards statistics at secondary level.Item Causes of Students Failure in Compulsory Mathematics(Department of Mathematics Education, 2015) Budhathoki, TikaramAvailable with full textItem Factors Affecting Learning Mathematics at Secondary Level(Department of Mathematics Education, 2015) Ghalan, Surya BahadurThis is a study aimed at investigating Factors Affecting Learning Mathematics at Secondary Level which affects the learning of mathematics.The objectives of this study were to identify the affects of learning in mathematics and to identify the strategies taken by school to promote mathematics learning. This study is qualitative innature as well as descriptive use. This study was conducted with the sample of 8 students, 2 parents, 2 headteacher and two mathematics teachers of Bhandara Higher Secondary School and International Model English School of Khaireni VDC of Chitwan district.In-depth interview with students, head teacher, math teacher and parents were taken and collected information was analyzed with the help of theoretical and conceptual framework developed by the researcher. The finding of the study shows that the traditional type of exercise in teaching-learning activities was the one of the causes of poor learning of mathematics. No proper interaction activities were done between teachers and students. And lack of proper guidance by experienced and qualified teachers to the students is the one of the issues of poor learning at mathematics. The school policies were not sufficient to address the need of low learning. There was a communication gap between teacher and parents. Classroom practices and curriculum are closely linked. Learning of students is always affected by different variables such as schools learning environment, facilities at home and so on because of concern about low levels of mathematical attainment, new recommendation for classroom practices have emerged over the last decade that have aimed at allowing students to understand mathematics concept, rather than memories fact. Teacher’s belief about nature and purpose of mathematics and how students learn have a powerful effect on the practices of teaching.New policies of school seems to have better educational attainment if the total school family cooperate each other and support from own area. Government should make the policies for enhancing the learning of mathematics, not only the factor of causes failure in mathematics.Item Major units causing higher failure rate in mathematics in the District Level Examination of class VIII(Department of Mathematics Education, 2009) Koirala, Ram KrishnaMathematics is one of the difficult subjects in the eyes of the students all over the world. The results of various standardized tests show that the students’ achievement in mathematics is comparatively lower than that in the other subjects. Several research works were conducted to find out the causes why mathematics leads the students to failure. But the similar works as to find the units which play the vital roles in making the students fail in the standardized test like the district level examination of class VIII are very rare and in fact no work of this type was found before. Thus with an intension of finding the units which play major role in making the students fail in district level examination of class VIII, this research work is endeavored to carry out. The major objective of the study is thus to find out the units that play significant role in making students unsuccessful in mathematics of the district level examination of class eight. In other words the study is subject to find whether all the units are equally responsible in failure of the students or if all the failed students are evenly distributed over all the units taught in the class. Eighty students from different schools of Kaski district and fifteen teachers who involved in checking the answer sheets of the district level examination were included in the sample of the study. An achievement test was conducted among those students and their scores in the test were analyzed first by dividing all into three groups according to the scores they obtained and then by using a non-parametric test (Chi-square test) within each group. Similarly a questionnaire was developed to collect the views of teacher and the data so collected was analyzed by observing the numerical differences. The study concluded that all the units are not equally responsible for the failure of the students in the district level examination. The units like Geometry and Arithmetic comparatively play greater role in making the students fail than the other units.Item Problems Faced by Higher Secondary Mathematics Teachers in Curriculum Implementation.(Department Of Mathematics Educaton, 2014) Rijal, SebakThe purpose of this study is to find the Problems faced by higher secondary level mathematics teachers in implementing of mathematics curriculum in Salyan district. The census survey research design has been adopted to conduct the study. The nature of this study is quantitative and qualitative in nature. To achieve objectives, the researcher has reviewed some literatures that are related to this study. The related previous study of research reports and journal has been reviewed. The researcher prepared; questionnaire and interview guidelines for data collection. Likert 5 points scale is included in questionnaire. All together 42 mathematics teachers from all the higher secondary schools in Salyan district were taught in class XI and XII taken as sample of the study. For this study the problems are categorized into seven categories which have fulfilled the basic need of this research. The census sampling survey method has used to conduct the research. The responses have collected from all the respondent teachers and interview has taken to the selected 8 mathematics teachers through random sampling method. The collected data has been quantified based on five points Likert scale. Questionnaire have been included in each category of problems and analysis of the responses have been carried out using statistical indicators such as mean weightage and simple percentage have been used for analysis of the problems. Interviews have been used to cross checking the results from questionnaire. The data was analyzed combining the results from questionnaires and interviews in descriptive way. From the study, the researcher found that many of problems were appeared in implementation of curriculum in higher secondary level. Among the seven different set of items described above shows that there are numerous problems faced by teachers in implementing of curriculum; they are lack of training, classroom environment, unavailability of reference teaching materials, and background of the students and so on.