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Item An error analysis in solving verbal problems on co-ordinate Geometry(2014) Jha, Bimalesh Kumar; Bed Raj AcharyaABSTRACT Without making any errors none of learners can learn. Some commit more errors while some commit less. In the process of learning mathematics, students make many errors as it is one of the most difficult subjects. Most of the students feel mathematics a difficult subject which is reflected by their final score in SLC. Errors made by students should be identified by the teacher to minimize it as possible. It is their duty. Here, the present study was concerned with error analysis. This study was carried out in grade X of four schools in Dhanusha district. The study of error had been done in co-ordinate geometry of grade ten optional mathematics. The purposes of the study were to identify the errors committed by the students of grade X of Dhanusha district in co-ordinate geometry and to find the causes of errors committed by the students. One hundred twenty students were taken as a sample from four schools. Among them, sixty were girls and sixty were boys. Two types of data collection tools were used for this study. The first one was achievement test (problem solving) and second was interview schedule. Furthermore, the interview schedule was categorized into two i.e. interview schedule for the sample students and interview schedule with related mathematics teachers. Different types of questions were included in the problem solving test. The error found in problem solving test were analyzed on the basis of Newman technique of error analysis. Those errors were collected by checking answer sheet and by taking interview with the students because it was impossible to find reading and comprehension error without interview. The second purpose of the study was to find out the causes of error in solving verbal problems on co-ordinate geometry for this interview was conducted on mini- sample of twenty students, which were selected from one hundred twenty sample students. And another interview was conducted to the sample teachers. It was concluded that the students commit errors from the beginning (reading level) to the deduction of result (encoding level). The concentration of errors was seen on the process level. The students have difficulty with reading because they found it hard to establish a context for a particular text to predict the meaning of the text and anticipate words that are likely to occur within it. The students who have difficulty with comprehension are due to monotonous environment of the classroom, due to lack of knowledge of technical terms in mathematics. The students who have difficulty with transformation are due to lack of discussion in classroom. The students who have difficulty with process are due to mix up rules because they do not really have rational understanding of what are they doing. Encoding errors are due to lack of regular practice of mathematical problems.Item Problem faced by teachers in teaching mathematics at secondary level in Arghakhanchi district(2014) Poudel, Puna Ram; Binod Prasad DhakalABSTRACT The purpose of this study was to identify the problem faced by teacher in teaching mathematics at secondary level of Arghakhanchi district. This study helps to find how the teachers are facing problem in teaching mathematics. The descriptive survey research design was adapted to conduct the study using this method, more items can be asked and more flexible but factual information was gathered. The nature of this study was descriptive and quantitative. To achieve objectives, the researcher reviewed some literatures that were related to the study. The related previous study of research reports and Journal were reviewed. Researcher prepared tools, questionnaire and interviewed schedule for data collection. Forty two secondary school of Arghakhanchi districts were selected and tools were applied to find out the related information. Collected data/ information were categorized whole data into problem related to classroom management, teaching learning activities, problem related to school administration, problem related to student psychological aspect, problem related to evaluation technique. The information of the above problems was analyzed by cross triangulation among the information sources, class observation, questionnaire and interview. From the study researcher found that there are myriad of problems that cause teacher inefficient and unenthusiastic to execute their duties properly in the classroom. According to teacher, most of problem faced by them are due to individual diversity, lack of proper classroom management, lack of learning psychology, lack of appropriate teaching method and materials, lack of proper evaluation techniques for students.Item Impact of parental occupation on Mathematics achievement of girls students(2015) Chaulagai, Homenath; Arjun NeupaneThis is a survey research related to“Impact of Parental Occupation on Mathematics Achievement of Girls Students”. The prime concern of this study is to find the effect of parent’s occupation on mathematics achievement of girls students at secondary level and to find the causes and effect of parents occupation on their children mathematics achievement. This study is conducted in Sindhuli district. The sample of this study consists ten schools of Sindhuli district. Researcher is developed achievement test paper and Semi-structured interview schedule are used for data collection. The mean, standard deviation techniques are used for statistical analysis. This study is a survey research . All the students enrolled in grade X of Sindhuli Districtare the Population of this study. The selections of the schools were by stratified random sampling for the selection of samples of students Purposive Sampling method is conducted and all Corresponding Parents of students were the Sample of the Study. Only thirty students are selected in each group. For this two kind of tools were used to collect the Data. Two set of questionnaires were used to get the information from the students and their Parents. To compare the student achievement of their parents occupation, Parental involvement, and Educational facilities at home, the descriptive method were used. The items for achievement test are developed by the researcher himself. To Construct the measuring instruments of topics of compulsory mathematics of secondary level (grade X) were taken for the standardization of the Achievement test. After completing the experiment, the standardized achievement test is prepared by the researcher himself. This research shows that the achievement score of Children of Jobholder’s is good. Parental involvement on education of the Jobholder Parents is high.Businessmen provide the more educational facilities for their child at home for their Study. The Job holder’s child’s mean score were more than the other three occupational groups child’s mean score.Item Sources of mathematics Teacher's Burnout in Secondary School(2014) Banjara, Mohan Raj; Abatar SubediAvailable in fulltextItem Effect of manipulative materials in teaching geometry(2016) Basnet, Nir Kumar; Eka Ratna AcharyaAvailable in fulltextItem Mathematics learning environment at high achiever and low achiever higher secondary school(2015) Yadav, Surendra Kumar; Krishna Prasad AdhikariAvailable in fulltextItem Effect of instructional factors in mathematics achievement(Department of Mathematics Education, 2016) Nepal, DeepakMathematics takes important place and usages in different ways in human life. So, it is necessary to learn and teach in systematic way at mathematics. Among various teaching methods here, the present study concentrated on ''Effect of Instructional Factors in Mathematics Achievement of Students''. This study was based on the following objectives: find out the instructional factors affecting in mathematics achievement and analyze the effect of instructional factors (curriculum, instructional method, teachers competency, school context and facilities) in mathematics achievement of student. For the data collection, three campus and all secondary level teachers of mathematics were selected purposively and non-equivalent group design was used to conduct this study. 200 students were selected from three campus and 50teachers and some parents were selected from Dolakha District as a survey for collecting data researcher used to questionnaire and interview. Questionnaire and interview were the main tools for the study and mean, standard deviation; variance and ANOVA (at 0.05 level of significant) were used as statistical tools for the study. After analyzed the obtained data, it was concluded that result of the study. The most affective instructional factors are curriculum, methods, teacher competency and school context and facilities.Item The relationship between attitude and achivement in mathematics(Department of Mahematics Education, 2016) Sha, Ram AchalThere have been a number of studies investigating how attitudes affect students’ academic achievement. This study was conducted to identify specifically the relationship between ninth grade students’ attitudes and their achievement in mathematics. Gender was studied to determine its effect on attitude and achievement. Furthermore, three types of attitude cluster were studied including pupils’ confidence, math usefulness, and attitude about math teacher to determine their effects on achievement. A total of 119 students as sample from nine community secondary schools of Dhanusha district were selected by multistage random sampling techniques. To gather the data a questionnaire based on a five point Likert scale was administered. The data were analysed descriptively using percentage, graphs and Pearson’s correlation coefficients was used to determine relationship between attitude and achievement in mathematics. Multiple regression model was determined to observe the relationship between the three clusters of attitude with achievement in mathematics. Independent sample T- test was used to test whether gender affect attitude and achievement in mathematics. The results indicated that there is a significant relationship between attitudes and achievement in math (r=0.548). Considering gender, males (32.63) had a slightly positive attitude towards math compared to females (31.88) however not statistically significant but the achievement in mathematics of males (26.90) was higher than females (22.41) and this difference in achievement was significant. Lack of confidence (60.5%) was the major problems associated with attitude affecting learning and performance in mathematics.Item Mathematics achievement of students in SLC examination(Department of Mathematics Education, 2015) Yadav, Ranjit KumarThis is a comparative study related to the achievement of students in mathematics at SLC Level Examination of Dhanusha district. The objectives of this study were to compare the mathematics achievement of students in the SLC Level Examination. This study also compares the Mathematics achievements of Public Schools students and Private Schools students by cast difference and to analyze the achievements of the students. The design of this study was a small scale survey. The population of this study was 8655 students of SLC Level Examination and the sample of this study were 610 students, selected by randomly. The main instrument of the study was an achievement Score and Mark ledger of SLC Examination. The mean, standard deviation and two tailed t-test were used as statistical tool for analysis of data at 0.05 level of significance. This study tried to find the difference of mathematics achievement among Dalit, Yadav, Sah and Brahmin students of Public School and Private schools. From the finding of study it was concluded that the mathematics achievement of Brahmin is better than the Dalit students. It is also concluded that Yadav and Sah students have better achievement than Dalit students. And concluded that the Private school students have better achievement than Public school students.Item Mathematical concept practices by out of school children in Badi community(Department of Mathematics Education, 2016) Joshi, BhupendraThe main objective of this study was to identify and explore the mathematical concept practices by out of school children of Badi community in Bajhang District. In this study, counting, measurement system and four mathematical operations of addition, subtraction, multiplication and division where examined for out of school children of Badi community. This study was conducted with the sample size of two non-schooling Badi children of Bajhang district as a case study. The children were selected the basic of purposively sampling. Observation, interview, interaction, photographs were applied to investigate their learning of mathematical skill Vygotsky’s social constructivism theory was applied to analyze the data. This study found that the out of school Badi children have basic mathematical knowledge like counting, measuring, addition, subtraction, multiplication and division. They have learnt those skills and knowledge as they interacted being familiar with their environment or their adults. All these skills and knowledges which needed for them where learnt mostly from experiences situations and the cultural backgrounds where they are living on. Private speech observation, parents advices, adults, peers and imitation are the sources of learning mathematics. The learnt lesson from this study can be applied in formal education. All this requires a serious thought while making decision about curriculum, reading materials and pedagogical process to include in the main stream of education for sout of school program.Item Students' personal factors affecting achievement in mathematics(Department of Mathematics Education, 2016) Bhandari, AnantaThis study was carried out in Kaski district from February to April 2015 with the aim to check the significant difference between the mean achievement of mathematics accordingly personal factors of the students like gender, time hour on watching TV and time hour on studying mathematics at home. The research was based in survey design within quantitative approach. One hundred ninety students of eight sampled schools of Kaski district was selected who was studying at grade eight in the academic session 2015. Mathematics Achievement Test and Student Questionnaire Form were administered to collect achievement and the information about their personal factors. Descriptive statistics such as mean and standard deviation was used to study mean achievement and deviation of achievement. The one-way ANOVA and independent sample test t-test was used to examine the significance among and between the different variables of personal factors. The study found that the mean achievement of the students of Kaski district in mathematics was 45.55with standard deviation 15.51 and is higher than the mean achievement of the national assessment, 2015. The mean achievement of the students from private and urban schools was better than the achievement of the students from public and rural schools. The differences among and between the mean achievement accordingly time hour on studying mathematics was statistically significant. But the differences between the achievements of students by gender and time hour on watching TV were statistically not significant. It was found that the personal factors of the students play role on achievement in mathematics.Item Problem faced by secondary level students in learning mathematics(Department of Mathematics Education, 2013) Thapaliya, GaneshAvailable with full textItem Effectiveness of social constructivist approach in mathematics teaching(Department of Mathematics Education, 2016) Koirala, JBPDue to the reform in mathematics education, in the developed countries, mathematics curriculum is changed and finally a great change in teaching methods occurred. In Nepal, mathematics teaching is still characterized as traditional approach of teaching focusing more on the memorization of facts conveyed to the students by the teacher. In this context, the researcher is interested to implementing new approach of teaching learning in classroom. Reformer mathematics educator argue that social constructivist (specially, collaborative learning approach) teaching approach is best one in modern world in learning mathematics. Therefore the researcher aimed to determine the effectiveness of social constructivist approach in teaching different mathematical content. Especially, this study was intended to determine effects of social constructivist method of teaching compared to the conventional method of mathematics teaching based on following objects: To compare the achievement of the students taught by Traditional approach and Social constructivist approach. To find the effect of social constructivist teaching approach on mathematics teaching. Two school of Bhaktapur districts, named Orbit English Secondary School, Gatthaghar and Little Blooms Secondary School as experimental and control group respectively. Designed of the experiment was pre test, post test non-equivalent quasi experimental design. The selected all 16 students from experimental group and 14 student from the control group. Experimental and control groups were taught the same content of grade VIII by using social constructivist and traditional method of teaching respectively. The duration of experiment was one and half week. After completing the experiment an achievement test was administrated on both the groups and the mean, variance, S.D. and coefficient of variance were calculated. After calculating mean, variance, S.D. and coefficient of variance, one tailed t-test was applied at the level of significance 0.05 to examine the mean difference. According to pretest and posttest, the researcher concludes that the social constructivist approach is better method of teaching mathematics.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 Effectiveness of Geogebra in teaching learning Geometry at secondary level(Department of Mahematics Education, 2021) Shah, Sunil KumarThis is the study entitled "Effectiveness of GeoGebra in Teaching Geometry at Secondary Level" has been carried out to find out the effect of GeoGebra in teaching geometry and to explore the student attitude about GeoGebra. Researcher selected convience sampling and selected the two schools. This research has conducted by using quantative method focused only experimental research design. The use of technology in the pedagogical process is growing at a phenomenal rate due to the vast availability of gadgets. As a result, educationists see the urgent need for integrating technology in students’ mathematical activities. Therefore, the purpose of this pre-test post-test experimental study was to investigate students understanding in learning geometry using GeoGebra. Grade ten, fifty-seven students from two different two school are in the same classes participated in this study with one class assigned as the experimental group and the other as the control group. The researcher used achievement tool and questionnaires to collect the data. Finding of this study showed a significant difference existed in the mean scores between these two groups. The result indicated that students in the experimental group outperformed those in the control group. In addition, a questionnaires instrument had used to find the student perception about the GeoGebra. Result show student has positive attitude about GeoGebra. Analysis of the questionnaire responses indicated a positive overall perception about GeoGebra in learning geometry. Finally, the research work proved the GeoGebra is the effective tool teaching geometry.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 Problems faced by teachers and students in multicultural mathematics classroom(Department of Mahematics Education, 2016) Giri, Kamal RajThe major focus of this study was to investigate the Problems faced by teachers and students in multicultural mathematics classroom. Themain objective of this study were to find the problems of teachers in teaching mathematics in multicultural classroom and to find the problems faced by students in learning mathematics in multicultural classroom. Research design in this study is qualitative with case study approach. Classroom observation and interview guidelines were the main tools of this research. I used purposive sampling technique in selecting the respondent. It was founds that the main problems faced by students in learning mathematics were: Heavy work load in home, low economic status of parents, lack of interaction between the teacher and the student, lack of linkage theoretical and practical knowledge , Parents could not teach their children at home and Language problems. Likewise the main problems faced by teachers in teaching mathematics were: Communication problems, teaching without Contextualization, lack of Professional training, teaching overload andirrelevant teaching methods.Item Factors affecting mathematics achievementof Rai students In Khotang District(Department of Mahematics Education, 2016) Das, Raj KishorMathematics takes important place for human life. We use itdirectly orindirectly on the every moment of the life. And it is uses indifferent ways of human life. The main concern of this study is to find out the achievement level of Rai students and to findout the major factors affecting the achievement of Rai students in Khotang district.100 Raistudents of two secondary public schools, their Head teacher and Mathteacher, 15 low achiever students and their parents were chosen for the study. Achievement test,questionnaire and interview schedule were themain tools used collect the data. Social cognitive theory was linked as the theoretical framework. The study found that mean achievement of Raistudents was 13.3. The meandifference of two groups Rai and Other students was 1.87. It seems that theachievement of other students werehigher than the achievement of Rai students.Prior knowledge, favoritesubject, regularly class, discussion with friends and teacher to learnclasses subject matter, Time to time practiced of previously learned subject matters in mathematics, environment of school, higher education of the subject teacher, Parent’ education,in appropriate environment of the family, social belief and tradition, house holdwork load, lack of motivation are the major factors affecting the mathematics achievement of Rai students.To improve the Rai students’ achievement, they should be motivated to beregular in class, necessary educational material should be provided, there should be interaction between their parents and teachers,they should be motivated from their parents and teachers, appropriate environment should be provided, and they should be afforded for tuition and extra classes to improve in mathematics.Item Effect of constructivism on achievement of students in mathematics(Department of Mahematics Education, 2016) Paudel, ShovakharAvailable with full textItem Factors affecting achievements of sunuwar students in mathematics (A case study in Rasnalu, Ramechhap District)(Department of Mathematics Educaion, 2016) Shrestha, Suresh KumarThe main concern of this study is to explore the '' factors Affecting Achievement of Sunuwar students in mathematics'' in Rashnalu, Ramechhap district. The objectives of this study were to find out the achievement of Sunuwar students in mathematics as well as the factors affecting achievement of Sunuwar students in mathematics. For the study, 20 Sunuwar students were selected from the case school ' Shree Gokul Ganga Higher Secondary School, Rashnalu-4 in Ramechhap. The students wereselected from primary, lower secondary and secondary level. Head teacher, subject teacher and parents of the students were also taken for the study. Class room observation and interview were the main tools for the collection of data. In the case school there were 213 Sunuwar students studying in academic year 2072 among 456 students which is about 47% of the total students. To compare Sunuwar students' achievement in mathematics with other students, mark ledger was used as the means of secondary data. The factors affecting achievement of Sunuwar students in mathematics were considered as home related factors, school related factors, students related factors, language, poor economic condition, family size, environment at home, literacy of parents, workload at home, traditional cultures, lack of motivation, lack of use of modern instructional technology at school while teaching, cost of education, lack of parents interaction, lack of periodically internal assessment, being absent on school day and distance of school from home. According to above findings the required suggestions are allocated to be considered. To overcome from these problems the related school members and its affected community should avoid the habit or culture of discriminating by caste to each other. It is suggested that the primary education should be provided in mother language. The illiteracy rate and poverty must be decreased at zero level. The modern instructional technology should be used IV by the teachers to makethe learning meaningful and to make the achievement of mathematics better in the future by the all types of students. The triangular relation of teacher, students and parents must be good in school as well as in the school.