/pdf/achievement-effects-of-individual-small-group-and-516hpokshq.pdf

Achievement Effects of Individual, Small Group, and Cooperative Learning Strategies on Math Problem-Solving. Report No. 40.

The of Method Students’ Motivation ABSTRACT This study aimed to examine the effect of cooperative problem-solving method on grade nine secondary school students ’ motivation towards learning algebra. In this study, pretest-posttest non-equivalent group quasi- experimental design was employed. The data were collected from 142 grade ninth students using mathematics motivation questionnaire and analyzed using paired sample t-test, analysis of variance, and analysis of covariance. The result revealed that there was a statistically significant mean difference between groups on intrinsic goal orientation, extrinsic goal orientation, task-value, control of beliefs for learning, self-efficacy, and total motivation of students to learn algebra. Besides, except test anxiety motivation component, students ’ motivation and its components to learn algebra were affected by the cooperative problem-solving and the problem-solving methods. However, there was no statistically significant mean difference between groups on test anxiety motivation component. Finally, we recommend that further study is needed to examine how students test anxiety can be improved.

/pdf/the-effect-of-cooperative-problem-solving-method-on-students-7y2cr4nc.pdf

The Effect of Cooperative Problem-Solving Method on Students’ Motivation Towards Learning Algebra

The aim of this study is to investigate the opinions of the prospective teachers about the effect of cooperative learning method on non-routine problem-solving levels and on solving problems by means of this method. For this purpose, one experimental group and one control group were randomly formed. Ninety-nine prospective teachers participated in the study. A problem-solving test consisting of non-routine problems was used as a pre-test and a post-test. Covariance analysis was conducted on the data obtained from the problem-solving test to determine whether the difference between the experimental group and the control group was statistically significant. It was concluded that the problem-solving performance of the prospective teachers in the experimental group was better than that of the prospective teachers in the control group. The collated interview findings showed that the prospective teachers mentioned positive effects of working on non-routine problems in a cooperative learning group.

Effect of Cooperative Learning Method on Prospective Teachers＇ Non-routine Problem-Solving Skills and Their Views About the Method

Araştırmanın amacı, okul öncesi dönemde işbirlikli öğrenme ile bütünleştirilmiş Montessori Metodu'nun matematiksel muhakeme becerileri üzerindeki etkisini araştırmaktır. Çalışma grubu, deney grubunda 15, kontrol grubunda 15 olmak üzere toplam 30 çocuktan oluşmaktadır. Çalışma, deney grubunda işbirlikli öğrenme etkinlikleriyle bütünleştirilmiş Montessori Yöntemi destekli matematik öğretimi, kontrol grubunda ise MEB Okul Öncesi Öğretim Programı (2013) destekli matematik öğretimi ile yürütülmüştür. Veri toplama aracı olarak “Erken Matematiksel Akıl Yürütme Becerileri Değerlendirme Aracı” kullanılmış, veriler cinsiyet ve akıl yürütme değişkenleri doğrultusunda Mann-Whitney U Testi ile analiz edilmiştir. İşbirlikli öğrenme ile bütünleştirilmiş Montessori Yöntemi ile desteklenmiş Matematik dersi alan deney grubu öğrencileri ile MEB Okul Öncesi Öğretim Programı (2013) destekli Matematik dersi alan kontrol grubu öğrencilerinin performansları karşılaştırıldığında, deney grubu lehine anlamlı bir fark bulunmuştur. grup belirlendi. Ancak deney ve kontrol grubu öğrencilerinin muhakeme becerilerinde cinsiyete göre anlamlı bir farklılık saptanmamıştır. 

pdf/effect-of-the-montessori-method-integrated-with-5fg8ad0t22.pdf

Effect of the Montessori Method Integrated with Collaborative Learning on Early Mathematical Reasoning Skills

A Schiff base, 2-[4-(N,N-dimethylamino)benzylidene]benzoic acid has been synthesized by the condensation of 4-(N,N-dimethylamino)benzaldehyde and 2-aminobenzoic acid in 1:1 molar stoichiometry. The Schiff base complexes were synthesized from the chloride salts of Fe(II), Cu(II) and Zn(II) in ethanolic medium and elucidated by infrared spectroscopy, CHN elemental analysis, atomic absorption spectroscopy as well as conductivity and magnetic susceptibility measurements. The solubility and thermal stability were also determined. The metal(II) complexes are coloured solids that are soluble in DMF and DMSO. The melting point of the Schiff base was found to be 177 degrees C, while the complexes decompose within a temperature range of 202-261 degrees C suggestive of rather good thermal stability. The molar conductance values were low, indicating non-electrolytic nature of the complexes. Elemental analysis revealed that the stoichiometries of the synthesized complexes are of 1:2 metal-to-ligand ratio. All complexes were hydrated. The spectroscopic and magnetic susceptibility data revealed that the complexes possess four-coordinate distorted square planar stereochemistry, whereas the Schiff base behaves as monoanionic bidentate ligand with the nitrogen atom of the azomethine (C=N) and carboxylate oxygen (COO-) as donor sites. The Schiff base and its corresponding metal(II) complexes were assayed against a number of bacterial and fungal strains to evaluate their inhibitory potentials. All the complexes showed significant bactericidal and fungicidal activities against the tested organisms.

Synthesis, Characterization and Biocidal Activity of Some Schiff Base Metal(II) Complexes

This study focuses on high school students’ perceptions of cooperative problem-solving learning in mathematics classrooms. Case study was chosen as a research design in this study. Participants of this study were grade 11 students of Dangila preparatory high school in Awi-zone, Ethiopia. The number of participants was 105. The data were collected using Structured Likert scale questionnaire consisting of 15 (fifteen) questions that focus on cooperative problem-solving learning and an unstructured interview. The quantitative data were analyzed using one sample t-test whereas the qualitative one was analyzed using narration on the basis of themes created as per the basic questions of this research. The results of this research showed that students had positive responses toward the implementation of cooperative problem-solving learning. The quantitative data revealed that cooperative problemsolving learning has great effect on students’ learning and consequently on their mathematics performance. The qualitative data disclosed the generics skills of students and helped teachers to understand students' perceptions of their experience gained from the learning activities. Besides, it was found that students were familiar with group activities in mathematics classroom. To sum up, cooperative problemsolving learning is a good approach for the students to learn mathematics easily and perform better than before. On the basis of the findings, the researchers have forwarded relevant recommendations.

/pdf/students-perception-of-the-application-of-cooperative-4b8me0i93g.pdf

Students' Perception of the Application of Cooperative Problem-Solving Method and Its Effect on Mathematics Performance: The Case of Secondary Schools in Awi-Zone, Ethiopia.

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Students' Perception of the Application of Cooperative Problem-Solving Method and Its Effect on Mathematics Performance: The Case of Secondary Schools in Awi-Zone, Ethiopia.