Design the Concept of Symmetry Teaching Based on Manipulation Method and Its Impact on Academic Achievement of Sixth Grade Male Students

Mojtaba Mizsaz, Saeid Vaziri Yazdi, Mohammad Reza Abarghoei

Abstract


One of the important mathematical topics in the geometry section is the topic of symmetry. That teaching is one of the challenges faced by teachers. Also, the lack of proper teaching and appropriate teaching methods leads to a lack of learning and subsequently leads to students' academic failure. The purpose of this study was to design the concept of symmetry teaching based on manipulation method and its impact on academic achievement of sixth grade male students of the first district of Yazd. This study is quasi-experimental with designing of pre-test, post-test with control group. The statistical population of this study was male students of the sixth grade of elementary school in a Yazd city, academic year of 96-95. Which they were 2502 students. The method was one-step process cluster random sampling. The test was taken for sixth grade students. Then, 60 students who scored lower were selected. And divided into two groups of 30, control and test. Then, 30 test groups were trained for two weeks using hand manipulation method, symmetry concept. Finally, from both the test and control groups, the content of 12 questions was taken and their scores recorded. To assess academic achievement, the researcher-made test was designed with the content of 12 questions related to central, axial, and rotary symmetry. Its reliability was confirmed 0.70 by the Krona Bach Alpha. And its validity was confirmed by the opinion of the adviser and 5 teachers of the mathematical group in the province. The results of the paired T-test showed that manipulation in the concept of central and circular symmetry was very effective for sixth grade male students in Yazd district one. And both with P-Value = 0.000 were confirmed. But the results did not show a significant relationship between education by hand and students' academic achievement in axial symmetry.

Full Text:

PDF 96-105

References


Amiratashani, Zahra. (2010). M-learning in high school: The impact of using SMS in mathematics education-an Iranian experience. Paper presented at the 2010 4th International Conference on Distance Learning and Education.

Amrai, Kourosh, Motlagh, Shahrzad Elahi, Zalani, Hamzeh Azizi, & Parhon, Hadi. (2011). The relationship between academic motivation and academic achievement students. Procedia-Social and Behavioral Sciences, 15, 399-402.

Bahri, Arsad, & Corebima, Aloysius Duran. (2015). The contribution of learning motivation and metacognitive skill on cognitive learning outcome of students within different learning strategies. Journal of Baltic Science Education, 14(4), 487-500.

Bishop, Alan J. (1997). The relationship between mathematics education and culture. Paper presented at the Opening address delivered at the Iranian Mathematics Education Conference in Kermanshah, Iran.

Boaler, Jo. (2015). Mathematical mindsets: Unleashing students' potential through creative math, inspiring messages and innovative teaching: John Wiley & Sons.

Chen, Jason A, & Pajares, Frank. (2010). Implicit theories of ability of Grade 6 science students: Relation to epistemological beliefs and academic motivation and achievement in science. Contemporary Educational Psychology, 35(1), 75-87.

Freudenthal, Hans. (2012). Mathematics as an educational task: Springer Science & Business Media.

Ghahremani, Leila, & Kaveh, Mohammad Hossein. (2015). The effect of educational intervention based on the theory of planned behavior on degree of optimism among male high school students. Journal of Health Sciences & Surveillance System, 3(1), 27-35.

Ghazvini, Sayid Dabbagh. (2011). Relationships between academic self-concept and academic performance in high school students. Procedia-Social and Behavioral Sciences, 15, 1034-1039.

Iannone, Paola, & Simpson, Adrian. (2019). The relation between mathematics students’ discipline-based epistemological beliefs and their summative assessment preferences. International Journal of Research in Undergraduate Mathematics Education, 5(2), 1-16.

Imamgholivand, Fatemeh. (2015). Comparison Affection of Peer tutoring on the Attitude to ward Mathematical, Physics and English languages. Cumhuriyet Üniversitesi Fen-Edebiyat Fakültesi Fen Bilimleri Dergisi, 36(3), 1037-1046.

Kassab, Salah Eldin, Al-Shafei, Ahmad I, Salem, Abdel Halim, & Otoom, Sameer. (2015). Relationships between the quality of blended learning experience, self-regulated learning, and academic achievement of medical students: a path analysis. Advances in medical education and practice, 6, 27.

Mancera, Eduardo, & Ãvila, Alicia. (2015). MÉXICO: The History and Development of a Nation and Its Influence on the Development of Mathematics and Mathematics Education Mathematics And Its Teaching In The Southern Americas: With An Introduction By Ubiratan D'ambrosio (pp. 295-320): World Scientific.

Mason, Emanuel J, & Larimore, David L. (1974). Effects of biased psychological reports on two types of teachers' ratings. Journal of School Psychology, 12(1), 46-50.

Naderi, Habibollah, Abdullah, Rohani, Aizan, H Tengku, Sharir, Jamaluddin, & Kumar, V. (2009). Self-esteem, gender and academic achievement of undergraduate students. American Journal of Scientific Research, 3(1), 26-37.

Ng, Betsy LL, Liu, WC, & Wang, John CK. (2016). Student motivation and learning in mathematics and science: A cluster analysis. International Journal of Science and Mathematics Education, 14(7), 1359-1376.

Paulson, F Leon, & Paulson, Pearl R. (1994). Student-Led Portfolio Conferences: Evaluative/Feasibility

Puchner, Laurel, Taylor, Ann, O'Donnell, Barbara, & Fick, Kathleen. (2008). Teacher learning and mathematics manipulatives: A collective case study about teacher use of manipulatives in elementary and middle school mathematics lessons. School Science and Mathematics, 108(7), 313-325.

Samavi, S. A., Bakhtari, B, & Nakhodaei, N. (2016). Examining the Reciprocal Impact of Mental Health and Academic Achievement: A Review Study. Academic Journal of Psychological Studies, 5(1), 102-108.

Samavi, S. Abdolvahab, Ebrahimi, Kolsom, & Javdan, Mousa. (2017). Relationship between Academic Engagements, Self-efficacy and Academic Motivation with Academic Achievement among High School Students in Bandar Abbas. Scientific Journal Management System, 4(7), 71-92 [In Persian]. doi: 10.22084/j.psychogy.2017.1654

Shahinzadeh, Marjan, & Barkhordari Ahmadi, M. (2015). Study the relationship between emotional intelligence and academic achievement of school students. Academic Journal of Psychological Studies, 4(4), 190-198.

Shirazi, Fatemeh, & Heidari, Shiva. (2019). The relationship between critical thinking skills and learning styles and academic achievement of nursing students. Journal of Nursing Research, 27(4), e38.

Soleymani, Bahare, & Rekabdar, Ghasem. (2010). The relationship between perfectionism dimensions and mathematics performance in Iranian students. Procedia-Social and Behavioral Sciences, 8, 453-457.

Taştan, Seçil Bal, Davoudi, Seyed Mehdi Mousavi, Masalimova, Alfiya R, Bersanov, Alexandr S, Kurbanov, Rashad A, Boiarchuk, Anna V, & Pavlushin, Andrey A. (2018). The impacts of teacher’s efficacy and motivation on student’s academic achievement in science education among secondary and high school students. EURASIA Journal of Mathematics Science and Technology Education, 14(6), 2353-2366.


Refbacks

  • There are currently no refbacks.


World of Researches Publication