ADAS

1. ED401-Classroom
Management
Imece-Circle Project
Fall2014

3. IMECE CIRCLE
 Circle Name : Think-Pair-Share
 Subject : Difficulties which are
encountered by students in
mathematics & physics classes at high
schools.
 Group Members :
Hüseyin YILDIRIM
Süleyman YEŞİLOĞLU

4. GANNT CARD

5. BRAIN STORMING
Insufficient teaching skills of teachers
Uninteresting, unimaginative courses
Incapable administrators
Fear and anxiety
Insufficient funds
Examination system
Social environment
Parents
Peer groups

6. BRAIN STORMING
Bullying
Anxiety of future
Adolescence

7. FISHBONE DIAGRAM
TEACHER
SYSTEM
STUDENT
Lack of
pedagogical
knowledge
Lack of area
knowledge
Lack of interest towards
mathematics and
physics
Examination system
Unstable education system
Peer Groups
Socio-economic Status
Study habits
Anxiety
FAMILY / ENVIRONMENT
Lack of Funding

8. MATRIX DIAGRAM
TEACHER STUDENT FAMILY SYSTEM
Süleyman 6 7 4 5
Hüseyin 3 6 5 4
TOTAL 9 13 9 9
PERCENTA
GE (%)
22,5 33,5 22,5 22,5

9. Diagram
32,5
22.5 22.5
0
5
10
15
20
25
30
35
40
%
TEACHER
STUDENT
FAMILY
SYSTEM
22,5

10. LITERATURE REVIEW
http://www.icr.org/article/literature-review-simplifying-
research/

11. Literature Review
According to Aremu and Sokan (2003),
some of the factors that cause students
to fail in math are: motivational
orientation, self-esteem/self efficacy,
emotional problems, study habits,
teacher consultation and poor
interpersonal relationships among
students. It has discovered that poor
performance in the promotion/public
examinations in
Mathematics has more to do with the
teachers’ method of teaching than the
content of curricular of the school

12. Literature Review
Moving from one school to another
within the school year, frequency of
illness, lack stable supportive homes
with quiet places to study,
concentration of students who are
angry, and difficulty of attracting and
retaining strong teachers in schools
presenting serious problems.

13. Main Causes of Failure
 Motivational orientation
 Self-esteem/self efficacy
 Anxiety
 Study habits

14. MATRIX DIAGRAM
Motivational
Orientation
Self-esteem /
Self-efficacy
Anxiety Study habits
Süleyman 6 5 7 4
Hüseyin 5 4 7 6
Total 11 9 14 10
Percentag
e
25% 20% 32% 23%

15. Diagram
0
5
10
15
20
25
30
35
Motivation Self esteem Anxiety Study habits
Percentage
Percentage

16. Why we choose anxiety?
 We think causes and effects of
students’ anxiety also contain most of
the other causes and effects.
http://consonantlyspeaking.com/posts/2013/08/the-journey-to-becoming-and-accepting-who-i-am-living-with-panic-attack
anxiety

17. What is math & physics
anxiety ?
 Although there are several definitions,
math and physics anxiety most
commonly is defined as “a feeling of
tension and anxiety that interferes with
the manipulation of numbers and the
solving of mathematical or physical
problems in a wide variety of ordinary
life and academic situations”
(Richardson & Suin, 1972, p. 551;
Jameson, 2014, p. 518)

18. Main Causes of Students’
Anxiety
oPersonality of Teacher
o Establishing classroom authority with fear
o Treating all students alike
oUnpleasant experiences of students
oPressure from family
oPerfectionism
oSocio-economics status
oPsychological Problems

19. Survey
SAMPLE :
 10th grade students (20) in İstek Vakfı
Private School (Hüseyin YILDIRIM)
 10th grade students (25) in Şişli-
Terakki Private School (Süleyman
YEŞİLOĞLU)

20. 1) If one of my friends is chosen for answering a
question in math class, I feel relaxed for not being
the chosen one even if I know the correct answer.
71%
29%
Percentage
Agree
Disagree

21. 2) I cannot ask questions about what I did not
understand in math class.
24%
76%
Percentage
Agree
Disagree

22. 3) I like doing math homework
9%
91%
Percentage
Agree
Disagree

23. 4) I panic just before a math exam.
33%
67%
Percentage
Agree
Disagree

24. 5) Discussing scientific concepts with my friends
makes me anxious.
40%
33%
27%
Percentage
Agree
Disagree
never talk about
science

25. 6) I am anxious when I am reading science textbook .
60%
40%
Percentage
Agree
Disagree

26. 7) I am anxious while doing a physics experiment.
27%
73%
Percentage
Agree
Disagree

27. 8) I was more confident in my science and math
skills before I started high school.
73%
27%
Percentage
Agree
Disagree

28. Analysis of Data
 Students are not willing to speak in
front of peers.
 Students do not like doing a math
homework
 It is interesting to notice that some
students may develop anxiety after
primary school.
 Crucial result in our research is that
students enjoy doing experiment.

29. Limitations
 We do not have enough participants to
make generalizations.
 Our participants are private school , so
they do not represent the whole
population.

30. SOLUTIONS
 Heterogeneous group work
 Emphasizing that everyone makes
mistakes in mathematics
 Emphasizing the importance of
original, quality thinking rather than
rote manipulation of formulas
 Teachers should become acquainted
with effective instruction techniques

31. Solutions
 All students must have access to
laboratories and they should be
provided with experiments which they
can enjoy with their classmates.

32. References
 Alpert, R., and R. N. Haber. 1960. Anxiety in
academic achievement situations. Journal of
Abnormal Psychology 61: 207–215.
 Mallow, J. V. 1998. Student attitudes and
enrolments in physics, with emphasis on
gender, nationality, and science
anxiety. In Justification and enrolment
problems in education involving mathematics
or physics, eds. J. H. Jensen, M.
Niss, and T. Wedege, 237–258. Roskilde,
Denmark: Roskilde University Press.
 Richardson & Suin, 1972, p. 551; Jameson,
2014, p. 518

33. Special
Thanks to
Dr. Hayal
KÖKSAL

34. http://www.dailykos.com/story/2014/11/16/1345329/-Thank-you#