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Item Mathematics achivement of fifth grader in Myagdi, District(2016) Baral, Lok Nath; Rudra ChaliseThe study of design is survey design. The prime concern of this study was to find out the difference on the students achievement in mathematics of grade five. To obtain the goal researcher made Null hypothesis and subject to the empirical verification. The researcher develops achievement test for grade five according to mathematics curriculum. In order to finalize the tools, pilot study of the test was conducted. There were altogether 66 items for pilot test. After the pilot test the researcher analyzes it, then, the researcher conduct the final test. In the final test the researcher asks 50 test items and they were given sixty minute time. An achievement test was administered to 120 students of the school included in the sample from the urban and rural areas of government school of Myagdi District. The two tailed Z-test of 0.05 level of significance was applied in order to ascertain the difference among the schools statistically and found that there is a significance difference in the achievement between urban and rural students.Item Girls participation in optional mathematics in Chitwan district(2015) Neupane, Pratima; Krishna Prasad AdhikariAvailable in fulltextItem Problem faced by mathematics teachers in teaching mathematics at secondary level(2024) Shrestha, Sabina; Ram Chandra Ghimireavailable in fulltextItem Problems faced by Tharu children in mathematics classroom(2015) Ghimire, Bishwas; Krishna Prasad AdhikariAvailable in full textItem Law cost (dalit) student's achivement in mathematics from private and government school in Morang District(2017) Dangal, Chuda Mani; Rajkumar NiroulaAvailable in fulltextItem Pedagogical practice of Mathematics teachers at lower secondary level(2015) Mahat, Rajendra; Raj Kumar NiraulaThere are some studies done regarding the teaching learning behavior of mathematics teachers in diverse students' group. So, this study was conducted to find out the real situation of mathematics classroom, explore mathematics teachers’management skill of diverse student’s class and recognize the learning needs and real status of diverse students in Lower Secondary Level. Its topic was 'Pedagogical Practices of Mathematics Teachers at Lower Secondary Level'. This study had 3 objectives and these objectives were broken down in to 5 parts as research question. To achieve the desired objectives, this study was delimited into Sankhuwashava district from which five schools were selected as sample by using purposive sampling. The contents;genders, mental and ethnic diversity of students were delimited for this study. The sampled schools were Shree Rameshowr HSS., Mamling-6,Shree Saraswati HSS., Chainpur-10, Shree Sharada HSS., Chainpur-16,Shree Sharada LSS., Mamling-2 and Shree Lower Secondary School (Rukminibhawan), Aankhibhuin-2. by using purposive sampling. 5/5 students per each school or in total 25 students, were also selected among 642 students by using purposive sampling and 6 lower secondary level math teachers were selected among 27 mathematics teachers from respective sampled schools. Interview, questionnaire and class observation were conducted to collect essential data. These were obtained from primary and secondary sources. The obtained data were analyzed mostly with qualitative method and losley quantitative method. After analyzing the obtained data;major findings are put in three groups in accordance to the objectives.So the pedagogical practices of math teacher were not fruitful. Hence, major recommendations are given to all level.Item Parent’s mathematics literacy and mathematics achievement of their children(2015) Dhungana, Dilli Ram; Binod DhakalThe study entitled with “parent’s mathematics literacy and their children achievement in mathematics” is intended to find out the relation between parent’s mathematics literacy and their children achievement of grade VIII students. To fulfill the objectives of this study, the researcher had taken primary data for parent’s mathematics literacy, student’s achievement and parents supporting score. The score was taken from the questionnaire. For achievement test a set of multiple choice questions was prepared. In the same way parent’s mathematics literacy score was taken by both multiple choice question and subjective question and also parents upporting questionnaire by yes or no form. For the design of survey research six different schools were select randomly from two different V.D.C.s The total sample students were 60 and their 60 parents for such the 10 student’s were select randomly from each sample school and their parents. The parent’s mathematics literacy score and mathematics achievement test score of student were divided into six different groups according to the division way of literacy score of parent’s. This score was compared by using the Karl Pearson correlation and parent's supporting variable score was analyzed by percentage and mean score. The coefficient of correlation showed that there was relation between mathematics achievement score of students and their parent’s mathematics literacy score. Also the parent’s literacy and their support to their child is more significant relation than others. Hence it is found that the mathematics score of students is affected by parent’s athematics literacy and their supports.Item Secondary level mathematics students' off-task behaviour in classroom(2015) Baral, Puspa Lata; Sarala LuitalThis study is a survey related to the “Secondary Level Mathematics students’ off-task classroom behavior in Sindhuli district".The objectives’ of this study were to identify the major off-task behavior in the classroom, their causes, reaction of teacher towards student’s behaviors and difficulties for teaching and learning. This study was descriptive in nature. The study was conducted with the sample of ten mathematics teachers and all gradeI X students (450) from two strata (rural and urban areas) in Sindhuli district. The four tools that were used to solve this problem were behavior checklist, observation form, interview and focus group discussion. Face to face interviews were taken with mathematics teachers and head teachers. There were many reasons for students exhibiting off-task behavior i.e. lack of basic knowledge, no interest in mathematics, large class size, family background and social skill.Item Error analysis in proving theorem by secondary level students(2015) Sharma, Jyoti Nath; Krishna Prasad AdhikariABSTRACT This study was carried out to answer the questions i) What sort of errors do students commit in proving theorem and ii) why do students commit such type of errors? The main objectives of the study were to identify the errors committed by students of secondary level in proving theorem and to explore the causes of error committed by students in proving theorem. Qualitative research design was used and Newman’s procedures for analysis and van Hiele theory on levels of thoughts in geometry were considered as theoretical basis of study. All secondary school students of Baglung district studying in academic year 2070 constituted population of study. Two public schools were selected purposively. 110 students of those schools were taken to constitute sample for written test. A mini-sample of twenty students was selected purposively for interview. As research tools written test and two interview schedules were used. Written test consist 6 theorems from geometry of grade IX text book. Reliability of test was evaluated by piloting it up to 50 students of grade IX and was found to be 0.94. Validity was constructed by following content points to select question and by judgment of supervisor. Interview schedule (on Newman’s procedure) consists five questions. Interview schedule (on van Hiele levels of thinking) consists question from three domains under geometry, corresponding to first four van Hiele levels. The data were collected from answer sheet and responses to interview. The data collected from answer sheets were classified into five categories as described by Newman’s and frequency of each type of error was tabulated. From the interview (on Newman procedures and van Hiele levels of thoughts) were analyzed qualitatively by interpreting responses to find the causes of committing errors. The total number of errors committed by the students was 86. These errors were identified by checking out the answer copies of the test and interview with the students. Of all the students more than two third made either comprehension or process skill or transformation level. They were 87% of the total error. Comprehension errors were made because of lack of proper understanding of geometric terminologies and less skill to draw geometric figures representing theorems. Students committed transformation error because they could not transform the language in mathematical term and use appropriate strategy to prove the theorem. Process skill error were made because of insufficient knowledge of definitions, axiom, postulate and already proved theorem and less skill to apply them in unfamiliar situation. It was found that the causes of committed errors were poor background knowledge on geometry, problem on understanding in teaching new concepts, facts, relation or skill to students and failing student to reprocess geometrical terms definition, axiom, postulations and already proved statement that are needed to prove. Student did not sufficient experiences and prerequisites knowledge at lower levels to encounter formal study of geometry at secondary level was the main causes of committing errors in proving theorem.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.