Browsing by Subject "Mathematics learning"
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Item Analysis of Dashanami students participation in mathematics learning(Department of Mathematics Education, 2023) Bharati, Ganesh ChandraThe present study entitled "Analysis of Dashanami Students Participation in Mathematics Learning" has main objectives to find out the participations of Dashanami students in mathematics educations in master level and to identity and analyze the causing factors of participation of Dashanami students. The design of this study was qualitative with a narrative inquiry. The data were collected by using purposive sampling method. The total samples were three where two are Dashanami students of Central Department of Education, Kirtipur and one is Dashanami teacher of Kapilvastu district, Shivraj municipality. I analyzed and interpreted the collected data from descriptive point of view. This research is related to the narrative inquiry of qualitative research. In this, the experiences made by the students during their mathematics studies through indirect interviews with two Dashanami students studying in Tribhuvan University and one Dashanami teacher from Kapilvastu have been compiled. The teacher's experience about Dashanami students during his thirty two years of teaching has been included in this research. After the analysis and interpretations of data, during the study of four batches of the Central Department of Education at Kirtipur, not even one student in each batch was found to have Dashanami. Only one participant was found in the fourth batch, zero in fifth and one in the sixth batch. It has been found that different causes. It was found that causing factors of participation of Dashanami students and they are: low populations, caste trend, economic situation, education situation of the family and geographical situation.Item Causes of Difficulty Faced by Dalit Students Learning in Mathematics(Department of Mathematics Education, 2016) Chaudhary, Manorama KumariThis study focuses on the causes of difficulty faced by Dalit students learning in mathematics. The objective of this study is to analyze the causes of learning difficulties faced by Dalit students in mathematics learning. This study is qualitative research and descriptive in nature. This is a case study where Dalit is case for this research. The researcher selected 5 Dalit students out of -19 Dalit students. These students were taken from Shree Bhrikuti Ma. Vi. Kanchanrup - 9, Saptari. For this study the children were selected by purposive sampling methods. Mathematics teacher, head-teacher and parents of the sample students were selected as respondents to the researcher’s convenience. The primary data were obtained by observation and interview with student, Mathematics Teacher, Head Teacher and parents of respondents and secondary data were obtained by school record files, attendance register etc. The researcher did interview and observation of all five students spending more than ten days to observe the students behaviors or activities and their actual causes of difficulties in mathematics classroom. The students were interviewed to analyze the causes of learning difficulties and impact of home environments on mathematics and interviewed of their parents, mathematics teachers and head master were done to investigate about their study and causes of difficulties learning in mathematics. The researcher used John V. Ogbu’s Theory of “Cultural Difference and Continuity Theories” to interpret the information and to get the conclusion. The researcher used Cross-matching or data triangulation method to analyze the collected data from classroom observation and interview with students, Parents, Mathematics Teacher and Head Teacher. For this study the researcher found that there is cultural discontinuity at school and home. There is discontinuity in language, home environment, Parent’s education, economic status and learning opportunity at home, irregularity in the school, interpersonal relation between teacher and Dalit student, lack of believe and support, lack of parental involvement in school, gender discrimination are major difficulties in mathematics learning of Dalit students.Item Causes of Students’ Low Performance in Mathematics Learning at Secondary Level(Department of Mathematics Education, 2022) Rokaya, Dal BahadurThis study focuses on the Causes of Students’ Low Performance in Mathematics Learning at Secondary Level. This is case study related to affecting factor on the achievement in mathematics. The objectives of this study were to explore the causes that affecting low performing of optional mathematics of students and to explore the strategies for improving performance of optional mathematics of the students. It is case study and qualitative in nature. This study was conducted with the sample of one school from public selected by purposive sampling. Two guardian, 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. The finding of study shows that the major findings of the study were as Teachers were capable in academically but they were not using ICT. They were teaching traditionally. Some young teachers were using less ICT. Teachers were not following the modern teaching methods, there was big size classroom but students were sitting tightly. No of boys were more than girls. Benches and desk were not suitable for different level of students. Teacher was focusing only talented student's proper benches and desk were there. Teacher provided too much homework to the students. But teacher did not cheek regularly. So students were careless about their homework. School had provided hostel facilities but cost was not high. But students were not in hostel because of their poor economical background. There was not any punishment system for teacher who was engaged in politics, not reward system for regular teachers. Unit test and class test were not running according to rules and regulations. Management committee will not look after any exam to begin regularly as not. Home environment was not good. They had not separate room to study. They used to sit together. They had poor economical background. They used to help their parents in their corn field. So they could not get proper time to study in their home. Most of the parents were engaged in agriculture. Students were not interested in mathematics subject. There was traditional teaching strategy therefore students felt bore in their study. Textbook was referred to the government book which was not suitable and enough for practice. School has allocatedItem Classroom discourse of students in mathematics learning(Department of Mathematics Education, 2023) Acharya, GaganThis research focuses on classroom discourse of students in mathematics learning. This study has addressed the questions: How teacher's and student's discourse in mathematics classroom? And how do teachers make the classroom discourse student friendly? To answer these research questions, I have selected the qualitative research design with ethnography approach. The study site of this study was Shree Nuwakot Secondary School, Nuwakot, Arghakhanchi. The participants of this study were two mathematics teachers and five students from grade nine and ten. Altogether, seven people were the research participants in this study. I used purposive sampling to select the participants for this study. Classroom observation guideline, interview guidelines and focus group discussion guideline were the main tools of this study. I analysed the information by using different theories to produce the information and draw the conclusion of this study. Through the analysis of the data, it was found that theoretically, teachers were aware about student centre methods that we have to use but practically they were not using in actual classroom and the teachers were not well prepared to practice lesson plan in actual classroom. Despite being well-known about to prepare, teachers use mono-cultural practice in multicultural classroom situation. Further, it was also concluded that present scenario of classroom discourse was more teacher centred. It was also concluded that by applying-cultural based pedagogy, using various strategies in teaching-learning activities in mathematics classroom, by avoiding rote memorization, by implementing co-operative learning and through multiple representations making classroom discourse students friendly.Item Effectiveness of Geogebra in teaching circle at grade X: A Quasi- experimental study(Department of Mahematics Education, 2023) Devkota, SarojThis study entitled “Effectiveness of GeoGebra in Teaching Circles at Grade X: A Quasi-Experimental Study”. The purpose of this study was to investigate effectiveness of GeoGebra in teaching Circles at grade X and to explore the perception of students in teaching Circles by using GeoGebra software. The effectiveness was measured by comparing the achievement of the students taught by using GeoGebra software and without using GeoGebra software in virtual learning environment out of 28/25 students. The research was based on constructivist view of learning and the design of this study was quasi-experimental design. To gain the motto of this study the researcher adopted pre-test and post-test non-equivalent control group design. Researcher used experimental design and selected two schools from the Makawanpur District. The researcher chose grade X, 28 students of Shree Sharada Secondary School, Makawanpur as the experimental group and 25 students of Shree Janak Secondary School, Makawanpur as the Control group. For the data collection researcher used Mathematics achievement test and questionnaire. The collected data were analyzed by using mean, standard deviation and t-test for quantitative data and for qualitative data descriptive and analytic methods were used. The findings of this research showed that there is significant difference between the achievement of students taught by using GeoGebra software and conventional method of teaching mathematics in virtual learning environment. GeoGebra increase the participation of students in teaching and learning activities. Students were very excited for learning mathematics by using GeoGebra software. GeoGebra was very useful for visualization of mathematics and supportive to the students in revision. GeoGebra software is very useful and helpful in teaching ix learning. The conclusion of this research is that the GeoGebra software needs to use at secondary level for meaningful and effective mathematics teaching learning in virtual learning environment. The result of this study indicated that students in the experimental group have better achievement then control group. In addition, a five point Likert type of scale was used to elicit student’s perception on the use of GeoGebra. Result of the questionnaire responses indicates a positive perception of using GeoGebra in Mathematics learning.Item 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 Factors affecting the girls's learning in Mathematics at secondary level(Department of Mathematics Education, 2022) Adhikari, MotiEducation helps a child become a useful and responsible member of the society. It is regarded as the greatest force in the development of a nation economically, socially and culturally. In the context of school education in Nepal, most of the students fail or achieve a low score in mathematics that creates the barrier for the further study (Pokhrel, 2018). The main concern or area of this study was "Factor Affecting the Girl's Learning in Mathematics at Secondary Level." The objectives of the study were to identify the factors that affect learning in Mathematics of girl's students, to identify the problem faced by girl students to learn mathematics and also to identify the strategies taken by the school administration for improving mathematics learning. The descriptive case study approach was adopted to conduct the study under the qualitative research design. Interview and classroom observation were used as tools for data collection. This study was conducted with the sample of five girl students, head teacher, one mathematics teacher and two parents as respondents. The researcher observed classroom and interviewed with related students, head teacher, mathematics teacher and parents. The collected information were analyzed and interpreted with the help of conceptual framework and linking it with theoretical construction. This study found that lack of classroom management, lack of peer group learning in mathematics classroom, lack of suitable textbook, having a large number of students in mathematics classroom, lack of teaching method and materials in the class, lack of teacher's teaching technique, lack of interest of learner, lack of students home environment, lack of parent's educational status, technologies impact, teacher's behavior towards girls, menstruation problem, lack of school's policies for learning. Also, there was not enough references book and practice book, library, class size was big so that disturb in teaching and learning process, communication between teacher to parents and students was menial and there was poor economical condition of the students, are also the factors that affects the girl's student learning in mathematics.Item Home environment in mathematics learning : A case study(Department of Mathematics Education, 2022) Karki, YuwarajThe main concern or area of this study was “Home Environment in Mathematics Learning: A Case Study”. The objectives of the study were to explore the home environmental factors that affecting in students' mathematics learning at the secondary level and also to identify the strategies taken by the school administration to minimize the home environmental factors that affecting in students' mathematics learning. The descriptive case study approach was adopted to conduct the study for convenience under the qualitative research method. This study was bounded in only Doramba Gaupalika of Ramechhap district and also this study was only delimited on Shree Kantheswor Secondary School of Ramechhap district. In-depth interviews, classroom observations, and document reviews were used as tools for data collection. This study was conducted with a sample of six mathematics students, their parents, and two mathematics teachers. The researcher observed the classroom for ten days and interviewed related students, mathematics teachers, and parents. Collected information was analyzed and interpreted with the help of a conceptual framework and linked with theoretical construction. The study found that lack of parent's education, lack of parent's economic condition, lack of parents' occupation status, lack of socioeconomic status, lack of parents' support, students' household workload, students' family size problem, gender discrimination at home, lack of language problem between home and school environment are some home environmental factors that affecting in students' mathematics learning. And also this study found that to provide an opportunity for the students in learning mathematics at home, to use local language in mathematics teaching/learning at school, create a good learning environment at home for the students, improve the school policies, use effective teaching method and materials in the mathematics classroom, to provide scholarship for the students which family condition is really weak are the main strategies for minimizing the factors that affect in students' mathematics learning. Lack of parent's education, lack of parent's economic condition, and student's workload at home/room are some factors that influence students' mathematics learning. For the improvement of students' achievement in mathematics, schools make strategies to improve these students' achievement to make free extra classes, feedback, mathematics quiz competition, motivational speech, etc.Item Learning Difficulties of Gurung Students in Mathematics(Department of Mathematics Education, 2021) Dhami, KrishnaThis study was carried out with the objectives to explore existing "Learning difficulties of Gurung students in mathematics" and investigate the challenges faced by teacher in classroom practices. This study used qualitative research design with case study approach where the researcher found the Gurung students actual reason for mathematics learning for purposive sampling procedure. Data collection procedure was carried out through in-depth interview, observation and previous results in mathematics of the school. Data were analyzed inductively so as to use the results of the analysis as basis for subsequent data collection. From this study, it was found that existing mathematics classroom practice could not be conducted on the demand of Gurung students. Theoretically, the math teacher of that school had knowledge about conducting the mathematics classroom but practically, it was difficult to conduct the class in their language. Unfortunately, it was not being implemented in the classroom by the teacher and there was no good environment for mathematics learning. This research study has investigated the teachers challenge for the Gurung students in mathematics teaching such as multilingualism, prefer appropriate aids, assessment system, manage learner friendly environment, conductive co-operate and collaborative learning, community involvement and integrating curriculum as learner friendly through bilingual perspective. A noticeable observation there would be several factors of challenges in mathematics classroom where as the findings of this study contribute to the knowledge basis on the management of challenges and also inform stakeholders as well as policy maker.Item Letter grading assessment system: A narrative analysis of secondary level students(Department of Mathematics Education, 2019) Adhikari, ShakuntalaThe study was conducted with the aim to analyze the students’ perceptions about letter grades and to find out the effects for mathematics learning of secondary level students in Chitwan. Here, I tried to explore students’ perception about letter grading and its impact on mathematics learning. A narrative research design was adopted to explore the possibilities of the problem about letter grades and its effect in mathematics learning. Four students were taken to gather the information in which two were SLC graduates and two were the students of grade 10. In depth semi structured interviews were applied to capture the perception of students’. The recorded interview were presented in narrative way and analyzed by considering theory. Multiple layers of thematic analysis and interpretation of letter grading assessment were associated with ‘not exact scoring’, ‘reducing anxiety of examination’, ‘negative effect on mathematics learning’ and ‘locally rejected globally accepted’. Findings of the research shows that students had mixed attitude about letter grading system they said securing marks refers to their grades and the examination rigor was lessened. Most of the students said that the letter grades have negative effect in mathematics learning. However, the studies show that letter-grading system has reduced the negative effects of previous numbering system like high suicide rate, school dropouts etc. This is a progressive step to increase literacy rate in Nepal.Item Mathematics Learning Culture of Students in Public Schools(Department of Management, 2023) Adhikari, PuspaThis is a case study related to explore“Mathematics Learning Culture of Students in Public Schools”. The objectives of the study were to explain the mathematics learning culture of students in public school and to compare the mathematics learning culture of students in rural and urban school. This study was based on case study approach under the qualitative research method. The study was based on only in Kathmandu district. From the research it was found that the home environment of the students of urban schools in learning mathematics is much better than that of the students of rural schools is not good. The physical area of the rural school was small and limited facilities while the physical area of the urban school was large and wide facilities. The financial standard of urban school students was higher than that of rural schools students. The female students of urban schools were found to be more active in mathematics studies comparison to that of rural school. In urban school, while teaching mathematics, the teacher was found to be using student-centered method, problem solving method and demonstration method. In rural public schools, other teaching methods have also been used, but more and more lecture methods have been used. Some of the culture of teaching mathematics was found to be similar in urban and rural schools. In the both public schools, the operating system, the environment for teaching mathematics in the school, some facilities for learning, language difficulties, the ways in which students learn mathematics were found to be similar. Hence,it is concluded that the mathematics learning culture of urban public school is more supportive for students in comparison to rural public school of Nepal.Item Mathematics learning culture of students in public schools(Department of Mathematics Educaion, 2023) Adhikari, PuspaThis is a case study related to explore“Mathematics Learning Culture of Students in Public Schools”. The objectives of the study were toexplain the mathematics learning culture of students in public school and to compare the mathematics learning culture of students in rural and urban school. This study was based on case study approach under the qualitative research method. Thestudy was based on onlyinKathmandu district. From the research it was found that the home environment of the students of urban schoolsin learning mathematics is much better than that of the students of rural schools is not good. The physical area of the rural school was small and limited facilities while the physical area of the urban school was large and wide facilities. The financial standard of urban school students was higher than that of rural schools students. The female students of urban schools were found to be more active in mathematics studies comparison to that of rural school. In urban school, while teaching mathematics,the teacher was found to be using student-centered method, problem solving method and demonstration method. In rural public schools, other teaching methods have also been used, but more and more lecture methods have been used. Some of the culture of teaching mathematics was found to be similar in urban and rural schools. In the both public schools, the operating system, the environment for teaching mathematics in the school, some facilities for learning, language difficulties, the ways in which students learn mathematics were found to be similar. Hence,it is concluded that the mathematics learning culture of urban public schoolis more supportive for students in comparison to rural public school of Nepal.Item Participation of the Dalit Students in Mathematics Learning(Department of Mathematics Education, 2015) K.C., Sujan KumarThis is a case study related to participation of Dalit student in mathematics learning at secondary level in Rukum district. The objectives of this study were to identify the participation of Dalit students in mathematics learning and to suggest the possible remedies to participateof Dalit students in mathematics learning.The researcher find selected the Dalit students of secondary level in Bijayaswori VDC of Rukum district. Six Dalit students, respective parents, mathematics teachers were chosen for the study. Class observation and interview were the main tools for the data collection process. The researcher visited the sample school and concerning the mathematics teacher, Dalit failure students and respective parents. The study found that poor economic condition of the family, negative social belief and tradition, household work load, cost of education, lack of motivation, psychological effect, distance of the school were the problems of participating the Dalit students in mathematics learning.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 student, parents and math teachers about their student, there should be discount in tuition classes and hostel fee, 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 Students Difficulties in Learning School Algebra(Department of Mathematics Education, 2022) Yadav, Om PrakashThe main aim of this study entitled "Students Difficulties in Learning School Algebra" is to analyze the causes of difficulties faced by students in learning school algebra at grade VIII. In particular, the study attempts to explore these difficulties through the analysis of the causes. This research is qualitative in design with case study approach. For the analysis of this study the researcher selected one of the school of Rupandehi district from where 4 students were sampled, written exam, classroom observation form and interview guideline to students subject teacher and parents were used to collect data. In addition to this unstructured interview of selected students teachers and parents was also taken to analyze difficulties. Based on review literature and different concept of theories data have been analyzed and interpreted to find out the causes of difficulties faced by students in learning algebra. It was found that learning environment at home and school teachers teaching strategy, students learning strategy, collaboration between teacher and students responsibility of parents during the learning, parents involvement in school, lack of belief and support, teaching method have emerged as the major causes behind the difficulties in learning school algebra. In conclusion the researcher finds that the guardian and parents of students have not regularly visit the school and kept in touch with their children in learning process. The environment of home and school has not improved for students to b motivated for learning mathematics.