Letter Grading System: Perceptual Difference Andstudent's Motivation to Learn Mathematics (A Case Study)

Abstract

The present study "Letter Grading System: Perceptual Difference and Student's Motivation to learn Mathematics" is carried out to find out the perceptual difference among mathematics teachers, students and parents towards letter grading system (LGS) in relation to improve student's mathematics achievement and analyze/explain the effects of LGS in motivating students to learn mathematics. The design of the research was case study taking introduction of letter grading event as a case. The two schools one private and one public school in which one group of students was evaluated under letter grading system in technical SLC courses as the site of the case study. Focus group discussions among four groups of students each including 8 members, documents and records of TSLC result 2071 of selected school , in-depth personal interview with mathematics teachers, students and parents of both schools were the methods used to collect information. The collected information were systematized and analyzed descriptively by transcribing, translating, coding, categorizing into broader themes, triangulating and connecting with Maslow's Hierarchy of Need Theory and Holland Theory of Career Choice. The results of the study show that there is common and positive perception among respondents regarding LGS. However, there were found some extreme cases of suspicion and dissatisfaction with the system. Fare and justice to the students to get their potential status and opportunity to go further in the study of their field of interest and capacity was the commonly accepted perception towards the LGS system. The differences in perception was seen due to orientation and knowledge to this system and also the age long cultural tradition of pass fail and scores reporting system. The reader from this study can find explanation of how different categories of the students and teachers make beliefs and attitudes towards LGS and how this system is supportive to create interest and motivation towards learning mathematics. The implication of the results of this study is that merely change of the measurement system without proper discussion, sufficient dissemination to the stakeholders regarding converting marks and percentage into letter at the last stage of typing mark-sheet neither motivate students to learn mathematics and improve

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student's mathematical achievement nor solve the current educational problem. For the improvement, dissemination of proper information through training, orientation, seminar for the teachers for how to practice LGS inschool evaluation system and awareness programs for the students and parents to avoid the misconceptions, misunderstandings, illusions and negative perceptions about LGS is necessary.