The dissertation presentation chen lei GS55768.pptx
1. THE EFFECTS OF SITUATIONAL TEACHING,
COOPERATIVE AND SELF-DIRECTED LEARNING
TOWARDS MATHEMATICAL LEARNING ABILITY
AMONG JUNIOR HIGH STUDENTS IN CHINA
CHEN LEI & GS55768
SUPERVISOR: Dr. Fazilah Razali.
Curriculum and Instruction
7/27/2021
2. BACKGROUND OF THE STUDY
• Mathematics is an important subject as well as a tool. It has strong logic and can train people's
thinking ability; it focuses on methods, which can make your thinking sharper; and it can help you
solve some practical problems. Mathematics is a subject that emphasizes the ability to think about
information (Samo, 2017).
• My country's college entrance examination is highly competitive, and math scores account for a
large proportion of the college entrance examination.
• China's education system is shifting from exam-oriented education to quality education. In this
transition process, the task of Chinese mathematics education is to comprehensively improve the
mathematics quality of the whole nation, and the core content of mathematics quality is to
cultivate people's ability to solve problems with mathematical viewpoints.
3. PROBLEM STATEMENT
• In traditional mathematics teaching, teachers use the question and answer mode,
students can answer the questions without thinking, the whole class is very active,
but the students' thinking is not active (Hsieh, 2001).
• There are two extremes in Chinese students' mathematics performance: excellent
students and average students, which also leads to many students' loss of interest in
learning mathematics.
• In addition, students’ participation in the classroom is a lack of discussion links.
The current junior middle school mathematics teaching model is too single, and
students' classroom participation is not high (Pepin, Trouche & Wang, 2017).
4. RESEARCH OBJECTIVES
NO. RESEARCH OBJECTIVES RESEARCH HIPOTHESIS
1. Investigate the impact of situational teaching on students'
mathematical ability.
H01: Situational teaching has no
effect on the improvement of
students' mathematical ability.
2. Investigate the impact of cooperative learning on students'
mathematical ability.
H02: Cooperative learning has no
effect on the improvement of
students' mathematical ability.
3. Examine the impact of self-directed learning on students'
mathematical ability.
H03: Self-directed learning has no
effect on the improvement of
students' mathematical ability.
4. Explore the significant differences between students' mathematical
ability and gender.
H04: There is no significant
difference between the strength of
students' mathematical ability and
gender.
5. SIGNIFICANCE OF RESEARCH
• Theoretical significance: Studying the impact of problem-based learning on
students' mathematical ability is to expand the theoretical system of students'
learning methods of mathematics. Through in-depth research, thinking and
generalization of the factors affecting students' mathematical ability, it can help
students finding a learning direction in the improvement of mathematics learning
ability can provide students with learning reference.
• Practical significance: This research will change the status quo of mathematics
teaching in junior high schools in our country, put students on the right track, and
stimulate their desire for learning and spirit of exploration.
6. DEFINITION OF TERMS
1.Mathematical ability(DV): Mathematical ability is the ability to grasp mathematical knowledge, skills and
habits relatively quickly, easily and thoroughly(Cardelle-Elawar, 1992).
2.Learning Situation(IV):The learning situation mainly refers to the process of obtaining knowledge
through imagination, manual, oral, graphics and other means in the process of learning(Zheng et al.,
2017).
3.Cooperative Learning(IV): Cooperative learning refers to mutual aid learning in which students have a
clear division of responsibilities in order to complete common tasks (Aguanta Jr, & Tan 2018).
4.Self-directed Learning(IV): Self-directed learning is "a process initiated by the individual to judge their
own learning needs, form their own learning goals, seek human and material resources for learning, select
appropriate learning strategies, and evaluate learning results(Cazan, & Schiopca, 2014).
8. PREVIOUS STUDIES: Mathematical
Ability(DV)
• Logical thinking ability shows the typical characteristics of mathematical ability.
Although this ability is also needed in other fields, in mathematics it is expressed
as the ability to use numbers and symbols to carry out thinking activities, and it
has a higher level of abstraction and a higher level of mental activity standards
(Hidayat et al., 2017).
• The key to learning mathematics is learning methods, in the process of learning,
the teacher’s wrong teaching method will cause students to lose interest in
mathematics, fail to develop their mathematics abilities, and even mislead
students (Yuliani, & Saragih, 2015).
9. PREVIOUS STUDIES: Situational teaching(IV)
• Situational teaching plays an irreplaceable role in junior high school
mathematics teaching, situational teaching approach can improve
students' learning interests, learning effectiveness and learning ability
(Huang, & Li, 2006).
• Teachers can appropriately apply competitions and game modes in
situational teaching to encourage students to use their hands and feet
both to stimulate their mathematical thinking (Wang, 2018).
10. PREVIOUS STUDIES: Cooperative
learning(IV)
• In the process of cooperation, students should feel the joy of learning,
discover their own value in the process of thinking and discussion,
improve learning enthusiasm, and be able to deal with learning correctly
and improve students' awareness of learning and cooperation, respect for
the individual development of students, and promote the improvement of
students' learning ability and overall quality (Yang, 2019).
• Cooperative learning can make the classroom atmosphere more
harmonious, improve students' learning enthusiasm, and break the tradition
of teachers who explain students to listen (Gillies, 2016).
11. PREVIOUS STUDIES: Self-directed learning
• Self-directed learning is self-learning in which learners make plans and guide
learning activities. This learning method emphasizes the autonomy of
learners and is a learning form corresponding to other-oriented learning
(Chen & Hu, 2013).
• Learners are those who can initiate learning on their own, can proceed
independently and continue, can apply basic learning skills, arrange
appropriate learning steps, develop a plan to complete learning, and use time
to proceed (Sumantri & Satriani, 2016).
13. METHODOLOGY
RESEARCH DESIGN Quantitative Research
POPULATION
SAMPLE
Around 1200 students
SAMPLE SIZE 240 students from overal high school
SAMPLING TECHNIQUE Stratified random sampling
INSTRUMENT questionnaire
14. INSTRUMENTS
SECTION VARIABLES ITEM TOTAL SOURCES
A Demography (1),(2),(3),(4) 4 developed by myself
B
Mathematics Ability
Scale
31-38 8 The international student evaluation project PISA
C
Problem-based
learning principles
30
Situational Teaching
Scale
1-10 ELT Situational Teaching Analysis Questionnair
Cooperative Learning
Scale
11-20
Cooperative Learning Implementataion
Queationnaire - Concordia University
Self-conducted
Learning Scale
21-30
A book on self-directed learning: Self-Directed
Learning: Emerging Theory & Practice
15. Mathematics Ability (DV)
NO Mathematics Ability Scale
31. Reasoning ability: I can distinguish definition, theorem, guess, hypothesis and judgment, understand and
apply mathematical concepts in new or complex situations, understand the extension and connotation of
corresponding mathematical concepts, and promote the results.
32. Argumentation ability: I have strict logical argumentation ability; I can evaluate and verify different
mathematical arguments.
33. Communication ability: I can estimate and explain the results in different ways, explain the logical
relationship between mathematical facts, and express them in mathematical writing; I know other
expressions of mathematical facts.
34. Modeling ability: I can build mathematical models in complex and unfamiliar problem situations, and explain
the consistency of models, model results and reality.
35. Problem solving ability: I can form problems and solve problems with novel methods through the
connection between different mathematical fields and different forms of expression (such as tables, graphs,
words and graphs).
16. Mathematics Ability (DV)
NO Mathematics Ability Scale
36. The ability to use symbols and formulas: I can transform the mathematical symbol language and
formal language in the situation I don't understand; use symbols and formulas, including variables,
equations, calculation process and so on, to simply narrate; use unfamiliar symbols, understand and
transform mathematical language and common language.
37. Ability to use tools: when I encounter unconventional problems, I know how to use computer
software, microblog, wechat and other software tools to solve problems.
38. Presentation ability: I can accurately express the information conveyed by the data, and express the
analysis results of the data from multiple perspectives.
17. Problem-based Learning Principles (IV)
NO Situational teaching Scale
1. Before class, the teacher will assume a certain scene in life, and then put forward the mathematical problems
encountered in this scene.
2. I often encounter the problems raised by teachers in my life.
3. I canl put forward my own guess according to the teacher's question.
4. The teacher will describe the problem vividly through language, graphics or video.
5. The teacher will teach through actual demonstration (for example, throughunequal sticks to form a triangle, so
as to demonstrate the relationship between the three sides of the triangle)
6. The teacher will take the whole class to the actual scene to solve the problem (for example, by taking the
students to the vegetable market to buy vegetablesin the process of learning the unary linear equation).
7. Teachers teach through games.
8. The teacher will verify the mathematical theorem or phenomenon throughexperiments (for example, by tossing
100 coins to verify that the probability of a coin tossing is positive or negative is 0.5)
9. I can connect the teaching content with the real life scene and integrate it into the teacher's teaching situation.
10. The scenarios designed by the teacher are all based on the students' current cognitive ability.
18. Problem-based Learning Principles (IV)
NO Cooperative learning Scale
11. My teacher makes a comprehensive evaluation according to the students' cognitive basis, learning
ability and psychological quality, and then carries out group learning.
12. Our whole group will follow the teacher's guidance to cooperate.
13. Each member of my group has his own task.
14. I will speak actively in the group discussion to provide my own views on the problem.
15. My team members will work together to set goals (for example, how long to solve the problem? What
is the correct rate of the questionlanguageknowledge?)
16. My teacher will score and rank the group learning achievements in groups.
17. The problems I discussed in this group are based on the problems in real life.
18. My teacher only plays a supervisory role in the process of group cooperative learning, so that students
can learn freely.
19. My group not only discusses the problems raised by the teacher in class, but also discusses and shares
math problems after class, such as homework.
20. I will summarize the whole process after discussion.
19. Problem-based Learning Principles (IV)
NO Self-directed Learning Scale
21. I can choose the best way to learn mathematics.
22. I can get all kinds of mathematics learning materials.
23. I can arrange my math study plan reasonably.
24. I can keep the motivation of learning mathematics all the time.
25. I will preview the new course before the math class.
26. When I study mathematics, my attention will be very focused.
27. I am willing to explore the knowledge related to mathematics outside the mathematics course.
28. I will put forward my own views on the problems in the process of mathematics teaching.
29. I will monitor my learning progress and urge myself to finish the learning task on time.
30. I will regard the difficulties in the process of learning mathematics as challenges and have the courage
to accept them.
20. PILOT STUDY
• At Meixi Lake Changjun Middle School, with the help of the teacher, 40
questionnaires were randomly sent out to students, and 30 questionnaires
were finally returned. The purpose of the test is to test the validity and
reliability of the research instrument. Through the validity and reliability
analysis, it is concluded that all the questionnaires are valid and reliable.
21. VALIDITY AND REALIBILITY
VALIDITY
The three scales of situational teaching, cooperative learning, and self-directed learning are formed into a
total scale, and the correlation between the three subscales and the total scale is detected, and the self-
compiled scale can be obtained Whether the project can reflect the content to be measured and not
repeat.
The correlation analysis between the three subscales and the total scale is carried out, and the correlation
coefficient between each subscale and the total scale is obtained. The result show that the correlation
between each subscale and the total scale is greater than 0.65, indicating that the correlation is high.
Explain that this scale is used to measure the degree of students' learning and learning based on
problems in three dimensions. Each dimension reflects an aspect of the implementation of the learning
method and represents one aspect of the overall level, so it also proves that the scale has a better Validity.
23. VALIDITY AND REALIBILITY
REALIBILITY
This research adopts the SPSS software. Cronbach’s coefficient in the “measure reliability” analysis to test
the overall reliability of the questionnaire.
As shown in the table below, the measured Cronbach's a coefficient values of the four scales.
Study Variables Number of Items Cronbachalpha values
1 Contextual teaching 10 0.807
2 Cooperative learning 10 0.845
3 Self-directed learning 10 0.767
4 Mathematical ability 8 0.884
24. DATA ANALYSES
NO. RESEARCH OBJECTIVES STATISTICAL
TECHNIQUE
1. Investigate the relationship between situational teaching, cooperative
learning, self-directed learning and students' mathematical ability.
Pearson Correlation
Co-efficient Analysis
2. Investigate the relationship between mathematics levels and students'
mathematical ability.
One-way ANOVA
3. Explore the significant differences between students' mathematical ability
and gender.
Independent Sample
t-test
25. • The study uses the Cronbach coefficient to test the reliability. According to the Cronbach theory, it can
be seen from the table a= 0.874, which shows that the reliability of the data is excellent.
• Validity measures the data whether is valid. In this study, factor analysis was used to evaluate the
structural validity of the entire questionnaire. According to the figure, KMO=0.783, indicating that the
validity of this clause is valuable.
Reliability and Factor Analysis
26. The Demographic Describle
• It mainly includes the following demographic data: (A) gender, (B) mathematics level（score
）. The 240 respondents who participated in the study, 100 were women and 140 were men.
The students’ mathematics level of the report shows that 30 respondents reached level 1,
120 students reached level 2, and 90 respondents reached level 3. Level3 represents the
highest level; that is, the level of mathematics is very good, followed by level2, and level1
represents the lowest.
27. The Level of Independent Variables and The Dependent Variable
• This research shows that 24.6% of the interviewees received teaching under the situational
teaching model with a relatively low level of implementation. Regarding learner's
cooperative learning, most respondents (80.8%) indicated that teachers highly value
cooperative learning in the classroom. More than 76% of respondents are doing highly self-
directed learning. Through the analysis of the data, it can be seen that most people (79.6%)
show a high level of mathematics ability, and only 4.6% of people show a low level of
mathematics ability.
28. • independent t-test samples and one-way analysis of variance were performed on the values of each
sample. This study uses an independent sample t test to explore the important relationship between
gender and mathematical ability. As shown in above Figure , the average value of the 100 female
sample is 4.0200, and the standard deviation is 0.88740. The average value of the 140 male sample is
4.2143, and the standard deviation is 0.80274. p=0.078>0.05, indicating that there is no significant
difference in mathematics ability between different sexes.
Independent Sample t-test
29. • To determine if there's a significant difference between Mathematic level and Mathematical Learning Ability, this paper conducted a
one-way analysis of variance. As can be seen from the basic descriptive statistics in Figure 10, the Mathematic level is divided into 3
levels, among which there are 18 people in the level 1, with a mean value of 2.65 and a standard deviation of 0.874. There were 20
people in level 2, with a mean value of 3.35 and a standard deviation of 0.843. There are 20 people in level 3, with a mean value of
4.28 and a standard deviation of 0.820. In the one-way analysis of variance, we can see that the ratio of the Mathematic level to
Mathematical learning ability is 6.952, p = 0.047 ＜ 0.05, which indicates that the null hypothesis should be rejecteded under the
premise of a given significance level of 0.05, which means that there is significant difference between Mathematic level and
Mathematical Learning Ability.
One-way ANOVA Analysis
31. Pearson Correlations Analysis
• Correlation analysis was performed to assess the association and evidence of causality in the population. It is
a process to determine the relationship between variables and as an appropriate statistical indicators to show
them. Pearson correlation coefficient was used for correlation analysis. Significant P > 0.05 means no
correlation, P < 0.05 means correlation (Pearson, 1904).
• the results show that there is a significant moderate positive correlation between situational teaching and
mathematics learning ability, R (240) = 0.566, P = 0.000 < 0.05. At the same time, there was a high positive
correlation between cooperative learning and mathematics learning ability, R (240) = 0.715, P = 0.001 < 0.05.
There was a moderate positive correlation between self-directed learning and mathematics learning ability, R
(240) = 0.683, P = 0.000 < 0.05. In a word, the three independent variables have positively relationship with
mathematics learning ability.
32. The Overall Hypothesis Result
NO. Hypothesis Accept/Reject
1 There is no significant between situation teaching
and mathematic ability.
Reject
2 There is no significant between cooperative
learning and mathematic ability.
Reject
3 There is no relationship between self-directed
learning and mathematic ability.
Reject
4 There is no significant difference between
students' mathematical ability and gender.
Accept
33. Summary of the Research
• From the results of this research, it is suggested that students with weak mathematical
learning ability should spend more time in cooperative learning with other students in class,
and stimulate their own progress through mutual learning in the process of cooperating with
students. At the same time, when you can't cooperate and discuss with your classmates, you
should also plan your own learning tasks reasonably and form the habit of self-directed
learning. In addition, teachers should also pay attention to situational teaching when
teaching, so that students can enter the teaching situation more quickly, deepen students'
concentration, allow students to learn in real situations, and improve their learning
efficiency.
34. Suggestion Based on Research Result
• Improve students' mathematics ability by improving the level of situational teaching
First, the creation of the situation requires teachers to fully develop and utilize curriculum
resources.
Secondly, improve teachers' teaching design ability.
Finally, promote exchanges and cooperation among teachers.
35. Suggestion Based on Research Result
• Increase Opportunities for Cooperative Learning and Improve Students'
Mathematics Learning Abilities
First, teachers are the organizers and instructors of cooperative learning
Secondly, teachers should coordinate the relationship between the members of the
cooperation group.
Finally. teachers should cultivate students' sense of cooperation.
36. Suggestion Based on Research Result
• Guide students to conduct self-directed learning and improve their mathematics
ability
First, learn to attribution correctly and cultivate students' learning motivation
Secondly, create a real learning situation for students.
37. Suggestions for future research
• First, in the future, the number of samples are used in research should be expanded, cross-
regional research should be conducted, and the research should be combined with the
teaching status of urban junior high schools and rural junior high schools to change sample
style. In addition, the current research method is too simple. There are more sophisticated
methods to study this topic, such as experimental methods. Finally, future research should
also consider more influencing factors, so as to ensure the reliability and validity of the
research.
