This study examined the influence of arithmetical ability and study habits on achievement in mathematics among 500 ninth grade students in Assam, India. The study found significant positive correlations between achievement in mathematics and both arithmetical ability and study habits. Boys scored higher in mathematics and arithmetical ability than girls. Students with higher arithmetical ability and more regular study habits scored higher in mathematics. Arithmetical ability and study habits accounted for 28.44% and 29.66% of the variation in mathematics achievement, respectively. The study concluded that arithmetical ability and study habits influence achievement in mathematics and achievement depends most on students' study habits.
This document discusses upcoming changes to education in Wisconsin due to the adoption of Common Core State Standards and new accountability measures. It summarizes that schools will face increased academic rigor, a shift to more informational texts, new standardized assessments aligned to Common Core, and teacher evaluations that incorporate student performance data. This represents major changes requiring adjustments to curriculum, professional development, and student assessment.
This document outlines a 5th grade mathematics unit on growth patterns from the Isaac School District curriculum guide. The unit focuses on calculating area and perimeter, analyzing patterns that change over time, and generating and comparing numerical patterns based on given rules. Key concepts include rate of change, area, perimeter, writing numerical expressions, and generating ordered pairs from patterns to graph. Students will work on skills like comparing decimals to thousandths, writing expressions to represent word problems, and justifying relationships between patterns.
Welcome to International Journal of Engineering Research and Development (IJERD)IJERD Editor
This document summarizes a study that examined the influence of algebraic ability and study habits on achievement in mathematics among 9th grade students in Assam, India. The study found:
1) Algebraic ability and study habits were both significantly correlated with achievement in mathematics. Algebraic ability contributed 38.8% to achievement and study habits contributed 38.2%.
2) Boys had higher achievement and algebraic ability scores than girls. There was no significant difference by medium of instruction.
3) Students with higher algebraic ability and those with more regular study habits had higher achievement in mathematics than other groups.
The study concluded that algebraic ability and study habits are important factors influencing achievement in mathematics among secondary students.
The document discusses changes to Louisiana's standardized tests to better align with the Common Core State Standards. Key points include:
- Math tests will assess only content common to current standards and the CCSS, narrowing the focus areas.
- Some tests will no longer include the Iowa Test of Basic Skills. Grades 4 and 8 tests will be grade-specific rather than grade-span.
- Test difficulty and cut scores will remain the same during the transition period to the CCSS. New CCSS content will not be added until 2014-2015.
This document provides an overview, standards, and instructional strategies for a unit on extending base ten understanding for second grade mathematics. The unit focuses on helping students understand the value of digits within multi-digit numbers, represent numbers using various methods including expanded form, and compare numbers using symbols like > and <. A variety of tasks and activities are provided to help students build their place value understanding.
1) The study examines the relationship between achievement motivation and mathematical achievement of 9th standard students in Ahmedabad City.
2) It finds that students from urban areas with high achievement motivation scored higher on mathematical achievement tests than rural students. Similarly, urban students with low achievement motivation scored higher than rural students.
3) The study found no significant difference in mathematical achievement between boys and girls with high achievement motivation. However, boys with low achievement motivation scored higher than girls.
4) Area was found to have a significant effect on mathematical achievement, but gender had no significant effect for students with high achievement motivation.
he Comparative Study between Grade Level and Spelling Proficiency of Selected...Mariz Pascua
This is an informal research practice using a statistical treatment for the comparative data. Study requires further research and necessary treatment for reliable information.
These are the unpacking documents to better help you understand the expectations for 1st grade students under the Common Core State Standards for Math. The example problems are great.
This document discusses upcoming changes to education in Wisconsin due to the adoption of Common Core State Standards and new accountability measures. It summarizes that schools will face increased academic rigor, a shift to more informational texts, new standardized assessments aligned to Common Core, and teacher evaluations that incorporate student performance data. This represents major changes requiring adjustments to curriculum, professional development, and student assessment.
This document outlines a 5th grade mathematics unit on growth patterns from the Isaac School District curriculum guide. The unit focuses on calculating area and perimeter, analyzing patterns that change over time, and generating and comparing numerical patterns based on given rules. Key concepts include rate of change, area, perimeter, writing numerical expressions, and generating ordered pairs from patterns to graph. Students will work on skills like comparing decimals to thousandths, writing expressions to represent word problems, and justifying relationships between patterns.
Welcome to International Journal of Engineering Research and Development (IJERD)IJERD Editor
This document summarizes a study that examined the influence of algebraic ability and study habits on achievement in mathematics among 9th grade students in Assam, India. The study found:
1) Algebraic ability and study habits were both significantly correlated with achievement in mathematics. Algebraic ability contributed 38.8% to achievement and study habits contributed 38.2%.
2) Boys had higher achievement and algebraic ability scores than girls. There was no significant difference by medium of instruction.
3) Students with higher algebraic ability and those with more regular study habits had higher achievement in mathematics than other groups.
The study concluded that algebraic ability and study habits are important factors influencing achievement in mathematics among secondary students.
The document discusses changes to Louisiana's standardized tests to better align with the Common Core State Standards. Key points include:
- Math tests will assess only content common to current standards and the CCSS, narrowing the focus areas.
- Some tests will no longer include the Iowa Test of Basic Skills. Grades 4 and 8 tests will be grade-specific rather than grade-span.
- Test difficulty and cut scores will remain the same during the transition period to the CCSS. New CCSS content will not be added until 2014-2015.
This document provides an overview, standards, and instructional strategies for a unit on extending base ten understanding for second grade mathematics. The unit focuses on helping students understand the value of digits within multi-digit numbers, represent numbers using various methods including expanded form, and compare numbers using symbols like > and <. A variety of tasks and activities are provided to help students build their place value understanding.
1) The study examines the relationship between achievement motivation and mathematical achievement of 9th standard students in Ahmedabad City.
2) It finds that students from urban areas with high achievement motivation scored higher on mathematical achievement tests than rural students. Similarly, urban students with low achievement motivation scored higher than rural students.
3) The study found no significant difference in mathematical achievement between boys and girls with high achievement motivation. However, boys with low achievement motivation scored higher than girls.
4) Area was found to have a significant effect on mathematical achievement, but gender had no significant effect for students with high achievement motivation.
he Comparative Study between Grade Level and Spelling Proficiency of Selected...Mariz Pascua
This is an informal research practice using a statistical treatment for the comparative data. Study requires further research and necessary treatment for reliable information.
These are the unpacking documents to better help you understand the expectations for 1st grade students under the Common Core State Standards for Math. The example problems are great.
This document provides a curriculum guide for a 5th grade mathematics unit on multiplication and division. It includes big ideas, essential questions, vocabulary, standards, and examples for content covering writing and interpreting numerical expressions, understanding place value systems, and performing operations with multi-digit whole numbers and decimals. The unit aims to help students understand algebraic problem solving and number representations, as well as master skills with operations and place value.
This document provides an overview of the third grade mathematics curriculum based on the Common Core Georgia Performance Standards. It includes information on the standards for mathematical practice, content standards, curriculum maps, unpacking the standards, lesson planning frameworks, and additional resources. The content standards are organized into 8 units covering various domains including numbers and operations in base ten, operations and algebraic thinking, measurement and data, and geometry.
This document provides an overview of the Common Core Georgia Performance Standards (CCGPS) for kindergarten mathematics. It discusses the key areas of focus in kindergarten, including quantity, number, geometric thinking, and counting and cardinality. It also outlines the critical areas of instruction, priorities for fluency, and resources available for teachers to support CCGPS implementation, including curriculum maps, unit webinars, and teaching guides.
This document provides an overview for teaching fourth grade mathematics based on the Common Core Georgia Performance Standards. It includes:
1) A curriculum map and pacing guide that outlines the 8 units to be covered over the school year.
2) Details on the standards of mathematical practice and content standards, including unpacking what students should know and be able to do.
3) Information on lesson planning including the arc of instruction, unpacking tasks, routines and rituals, and questions for teacher reflection.
4) Resources for additional support like rubrics, literature, and technology links.
The document provides an overview of the fourth grade mathematics curriculum for Unit 8 on multiplication and division. It includes 3 key ideas: that there are multiple strategies for multiplying and dividing whole numbers, that multiplication and division are related, and that learning these skills has value. The unit covers multiplying up to 4-digit numbers by 1-digit numbers and dividing up to 4-digit dividends by 1-digit divisors. Students will represent and solve multi-step word problems involving all four operations. They will also generate and analyze number patterns that follow given rules.
This document provides an overview of the second grade mathematics standards including a curriculum map pacing guide, unpacking of the standards, examples for instructional frameworks, and additional resources. The standards focus on developing fluency with addition and subtraction within 20, understanding measurement and time, and representing and solving word problems using equations.
The document discusses designing a systemic K-12 Common Core State Standards mathematics curriculum. It outlines a multi-phase process for task forces to collaboratively design units that vertically and horizontally align standards across grades. Specifically, it describes designing unit names, enduring understandings, essential questions, standards for mathematical practice, and vocabulary before integrating these elements into units of study. The document provides examples of how other states have structured their CCSS math course design and unit mapping.
The document provides a mathematics curriculum guide for third grade students in the Isaac School District. It focuses on unit 8 which covers addition, subtraction, and number systems over 3 sessions. The unit teaches students that numbers can be represented in many ways and used to solve problems. Students will learn about relationships between numbers, place value, and comparing and ordering whole numbers. They will solve 2-step word problems using the four operations and identify arithmetic patterns. Students will also learn to fluently add and subtract within 1000 using strategies based on place value.
This document provides an overview of the 2nd grade mathematics curriculum for the Isaac School District. The curriculum guide outlines key ideas, essential questions, vocabulary, standards, and examples for Unit 1, which focuses on counting, coins, addition, subtraction, and place value. The unit aims to help students understand different strategies for counting, solving addition and subtraction problems, and communicating their mathematical thinking. It provides standards and examples for representing and solving word problems involving addition and subtraction, fluently adding and subtracting within 20, working with equal groups to understand multiplication, and understanding place value in three-digit numbers.
This document provides the March 2011 version of the Grade 4 Model Curriculum for Mathematics in Ohio. It outlines the focus areas or "domains" for Grade 4 including operations and algebraic thinking, number and operations in base ten, number and operations with fractions, measurement and data, and geometry. For each domain, it lists the relevant clusters or topics and standards, and provides instructional strategies and resources to help teach the concepts and standards. The goal is to provide guidance for teaching the key skills and concepts in mathematics for fourth grade.
This document outlines the fifth grade mathematics curriculum for Unit 2 on prisms and pyramids. The unit focuses on determining the volume of 3D objects and relating volume to multiplication and addition. Students will learn about rectangular prisms, pyramids, cylinders and cones. They will measure volume using cubic units and apply formulas to find the volume of right rectangular prisms. Students will also explore how volume is additive by finding the total volume of objects made of two combined prisms. The unit aims to develop students' geometric reasoning and quantitative skills through 13 sessions of instruction and activities.
This document provides an overview, standards, and unit plan for a kindergarten mathematics unit on counting. The unit focuses on developing students' understanding of counting, including connecting counting to cardinality, counting objects accurately, and using numbers to represent quantities. The unit comprises 5 weeks and includes daily lessons, activities, and games to help students practice counting skills and build number sense.
The document provides a curriculum map for 7th grade math standards organized into units and clusters. It includes essential questions, big ideas, standards, mathematical practices, vocabulary, and resources for each cluster. The purpose is to provide a logical progression of content and ensure all teachers follow the same sequence of instruction. It explains how the standards and practices are paired and priorities are designated for certain standards. Assessments and possible projects are included at the end of each cluster.
A Case Study of Teaching the Concept of Differential in Mathematics Teacher T...theijes
In high schools of Viet Nam, teaching calculus includes the knowledge of the real function with a real variable. A mathematics educator in France, Artigue (1996) has shown that the methods and approximate techniques are the centers of the major problems (including number approximation and function approximation...) in calculus. However, in teaching mathematics in Vietnam, the problems of approximation almost do not appear. With the task of training mathematics teachers in high schools under the new orientations, we present a part of our research with the goal of improving the contents and methods of teacher training
This document outlines the 7th grade math curriculum map for an Arizona school district. It provides an introduction and overview of how the curriculum is organized, including approximate timelines, essential questions, big ideas, and standards for each unit and cluster. The curriculum map pairs math content standards with mathematical practices and identifies priority standards. It also provides resources, projects, and assessments for teachers. The goal is for teachers to follow the progression of content knowledge and for students to master both content standards and mathematical practices.
This document provides a 6th grade math curriculum map that outlines the standards, units, and clusters to be taught over the school year. It includes essential questions, big ideas, vocabulary, and resources for each cluster. The curriculum is organized into units on ratios and proportional relationships, the number system including fractions, decimals, percents, and integers, and decimal operations. Standards are prioritized and paired with mathematical practices. Suggested formative assessments, projects, and resources are included to support instruction.
The document provides an 8th grade math curriculum map that outlines the standards, practices, and resources for teaching various math concepts over the school year. It begins with an introduction and overview of how the document is organized. The curriculum is broken into units covering number sense, expressions and equations, and geometry. Each unit contains clusters of related math standards to be taught along with essential questions, key ideas, standards, and suggested resources and assessments. The goal is to provide a logical progression of content knowledge and ensure all teachers follow the same curriculum.
This document provides an overview of the fourth grade mathematics curriculum for Unit 6 on fractions and decimals. The unit focuses on problem solving strategies, representing fractions and decimals, and understanding that fractions represent parts of a whole. Key concepts covered include equivalent fractions, comparing fractions, and adding/subtracting fractions. Students will represent fractions using visual models and explore strategies like finding common denominators. The unit aims to develop students' conceptual understanding of fractions and decimals through exploration of essential questions.
This document provides an 8th grade math curriculum map that outlines the units, clusters, standards, and resources to be covered over the school year. The map introduces the organization of the curriculum into units and clusters with essential questions, big ideas, standards, and resources listed for each cluster. It explains that all units and clusters must be taught in the specified sequence before the 2013 AIMS assessment. The curriculum map is intended to guide teachers in delivering the mandated 2010 Arizona Mathematical Standards for 8th grade in a logical progression.
This 6th grade math curriculum map outlines the units, clusters, standards, and resources for teaching math over the course of the year. It includes 5 units: Ratios and Proportional Relationships; The Number System; Decimal Operations; Absolute Value and Integers; and Expressions and Equations. Each unit contains multiple clusters that break down the standards and mathematical practices. The map provides essential questions, key vocabulary, web resources, and suggested assessments for teachers to use in their planning and instruction.
This document provides a curriculum guide for a 5th grade mathematics unit on multiplication and division. It includes big ideas, essential questions, vocabulary, standards, and examples for content covering writing and interpreting numerical expressions, understanding place value systems, and performing operations with multi-digit whole numbers and decimals. The unit aims to help students understand algebraic problem solving and number representations, as well as master skills with operations and place value.
This document provides an overview of the third grade mathematics curriculum based on the Common Core Georgia Performance Standards. It includes information on the standards for mathematical practice, content standards, curriculum maps, unpacking the standards, lesson planning frameworks, and additional resources. The content standards are organized into 8 units covering various domains including numbers and operations in base ten, operations and algebraic thinking, measurement and data, and geometry.
This document provides an overview of the Common Core Georgia Performance Standards (CCGPS) for kindergarten mathematics. It discusses the key areas of focus in kindergarten, including quantity, number, geometric thinking, and counting and cardinality. It also outlines the critical areas of instruction, priorities for fluency, and resources available for teachers to support CCGPS implementation, including curriculum maps, unit webinars, and teaching guides.
This document provides an overview for teaching fourth grade mathematics based on the Common Core Georgia Performance Standards. It includes:
1) A curriculum map and pacing guide that outlines the 8 units to be covered over the school year.
2) Details on the standards of mathematical practice and content standards, including unpacking what students should know and be able to do.
3) Information on lesson planning including the arc of instruction, unpacking tasks, routines and rituals, and questions for teacher reflection.
4) Resources for additional support like rubrics, literature, and technology links.
The document provides an overview of the fourth grade mathematics curriculum for Unit 8 on multiplication and division. It includes 3 key ideas: that there are multiple strategies for multiplying and dividing whole numbers, that multiplication and division are related, and that learning these skills has value. The unit covers multiplying up to 4-digit numbers by 1-digit numbers and dividing up to 4-digit dividends by 1-digit divisors. Students will represent and solve multi-step word problems involving all four operations. They will also generate and analyze number patterns that follow given rules.
This document provides an overview of the second grade mathematics standards including a curriculum map pacing guide, unpacking of the standards, examples for instructional frameworks, and additional resources. The standards focus on developing fluency with addition and subtraction within 20, understanding measurement and time, and representing and solving word problems using equations.
The document discusses designing a systemic K-12 Common Core State Standards mathematics curriculum. It outlines a multi-phase process for task forces to collaboratively design units that vertically and horizontally align standards across grades. Specifically, it describes designing unit names, enduring understandings, essential questions, standards for mathematical practice, and vocabulary before integrating these elements into units of study. The document provides examples of how other states have structured their CCSS math course design and unit mapping.
The document provides a mathematics curriculum guide for third grade students in the Isaac School District. It focuses on unit 8 which covers addition, subtraction, and number systems over 3 sessions. The unit teaches students that numbers can be represented in many ways and used to solve problems. Students will learn about relationships between numbers, place value, and comparing and ordering whole numbers. They will solve 2-step word problems using the four operations and identify arithmetic patterns. Students will also learn to fluently add and subtract within 1000 using strategies based on place value.
This document provides an overview of the 2nd grade mathematics curriculum for the Isaac School District. The curriculum guide outlines key ideas, essential questions, vocabulary, standards, and examples for Unit 1, which focuses on counting, coins, addition, subtraction, and place value. The unit aims to help students understand different strategies for counting, solving addition and subtraction problems, and communicating their mathematical thinking. It provides standards and examples for representing and solving word problems involving addition and subtraction, fluently adding and subtracting within 20, working with equal groups to understand multiplication, and understanding place value in three-digit numbers.
This document provides the March 2011 version of the Grade 4 Model Curriculum for Mathematics in Ohio. It outlines the focus areas or "domains" for Grade 4 including operations and algebraic thinking, number and operations in base ten, number and operations with fractions, measurement and data, and geometry. For each domain, it lists the relevant clusters or topics and standards, and provides instructional strategies and resources to help teach the concepts and standards. The goal is to provide guidance for teaching the key skills and concepts in mathematics for fourth grade.
This document outlines the fifth grade mathematics curriculum for Unit 2 on prisms and pyramids. The unit focuses on determining the volume of 3D objects and relating volume to multiplication and addition. Students will learn about rectangular prisms, pyramids, cylinders and cones. They will measure volume using cubic units and apply formulas to find the volume of right rectangular prisms. Students will also explore how volume is additive by finding the total volume of objects made of two combined prisms. The unit aims to develop students' geometric reasoning and quantitative skills through 13 sessions of instruction and activities.
This document provides an overview, standards, and unit plan for a kindergarten mathematics unit on counting. The unit focuses on developing students' understanding of counting, including connecting counting to cardinality, counting objects accurately, and using numbers to represent quantities. The unit comprises 5 weeks and includes daily lessons, activities, and games to help students practice counting skills and build number sense.
The document provides a curriculum map for 7th grade math standards organized into units and clusters. It includes essential questions, big ideas, standards, mathematical practices, vocabulary, and resources for each cluster. The purpose is to provide a logical progression of content and ensure all teachers follow the same sequence of instruction. It explains how the standards and practices are paired and priorities are designated for certain standards. Assessments and possible projects are included at the end of each cluster.
A Case Study of Teaching the Concept of Differential in Mathematics Teacher T...theijes
In high schools of Viet Nam, teaching calculus includes the knowledge of the real function with a real variable. A mathematics educator in France, Artigue (1996) has shown that the methods and approximate techniques are the centers of the major problems (including number approximation and function approximation...) in calculus. However, in teaching mathematics in Vietnam, the problems of approximation almost do not appear. With the task of training mathematics teachers in high schools under the new orientations, we present a part of our research with the goal of improving the contents and methods of teacher training
This document outlines the 7th grade math curriculum map for an Arizona school district. It provides an introduction and overview of how the curriculum is organized, including approximate timelines, essential questions, big ideas, and standards for each unit and cluster. The curriculum map pairs math content standards with mathematical practices and identifies priority standards. It also provides resources, projects, and assessments for teachers. The goal is for teachers to follow the progression of content knowledge and for students to master both content standards and mathematical practices.
This document provides a 6th grade math curriculum map that outlines the standards, units, and clusters to be taught over the school year. It includes essential questions, big ideas, vocabulary, and resources for each cluster. The curriculum is organized into units on ratios and proportional relationships, the number system including fractions, decimals, percents, and integers, and decimal operations. Standards are prioritized and paired with mathematical practices. Suggested formative assessments, projects, and resources are included to support instruction.
The document provides an 8th grade math curriculum map that outlines the standards, practices, and resources for teaching various math concepts over the school year. It begins with an introduction and overview of how the document is organized. The curriculum is broken into units covering number sense, expressions and equations, and geometry. Each unit contains clusters of related math standards to be taught along with essential questions, key ideas, standards, and suggested resources and assessments. The goal is to provide a logical progression of content knowledge and ensure all teachers follow the same curriculum.
This document provides an overview of the fourth grade mathematics curriculum for Unit 6 on fractions and decimals. The unit focuses on problem solving strategies, representing fractions and decimals, and understanding that fractions represent parts of a whole. Key concepts covered include equivalent fractions, comparing fractions, and adding/subtracting fractions. Students will represent fractions using visual models and explore strategies like finding common denominators. The unit aims to develop students' conceptual understanding of fractions and decimals through exploration of essential questions.
This document provides an 8th grade math curriculum map that outlines the units, clusters, standards, and resources to be covered over the school year. The map introduces the organization of the curriculum into units and clusters with essential questions, big ideas, standards, and resources listed for each cluster. It explains that all units and clusters must be taught in the specified sequence before the 2013 AIMS assessment. The curriculum map is intended to guide teachers in delivering the mandated 2010 Arizona Mathematical Standards for 8th grade in a logical progression.
This 6th grade math curriculum map outlines the units, clusters, standards, and resources for teaching math over the course of the year. It includes 5 units: Ratios and Proportional Relationships; The Number System; Decimal Operations; Absolute Value and Integers; and Expressions and Equations. Each unit contains multiple clusters that break down the standards and mathematical practices. The map provides essential questions, key vocabulary, web resources, and suggested assessments for teachers to use in their planning and instruction.
Surveys typically involve asking questions of people to collect data. They consist of three main components: questions, sampling of populations, and analysis of responses. There are different types of surveys including victim surveys, offender surveys, and self-administered surveys. Key considerations in survey design include question wording and structure, response options, and order of questions. Factors like question complexity, response bias, and data collection mode also impact survey quality and outcomes.
This document provides instructions for an assignment requiring participants to present a 15-minute "micro-lesson" to be evaluated by colleagues. Participants are asked to design a brief lesson excerpt focusing on a particular teaching method or element. The lesson should have clear objectives and utilize appropriate materials and support. Observers will provide feedback based on a rubric assessing preparation, delivery, content, and use of materials. Participants must also submit a full lesson plan to be implemented and presented in part during a future session.
The document is from the Department of Education Region IV-A CALABARZON of the Philippines concerning Laguna State Polytechnic University's Siniloan (Host) Campus located in Siniloan, Laguna. It provides information on the university and its campus location.
The document discusses stress, health, and coping. It covers the biopsychosocial model of health and defines stress. It describes different types of stressors like life changes, daily hassles, and catastrophes. It also discusses the endocrine and immune system responses to stress as well as the general adaptation syndrome. Finally, it examines factors that influence stress and coping such as social support, explanatory style, and problem-focused versus emotion-focused coping strategies.
The document lists the top 10 copywriting information sources, including websites that provide real-world testing results to help improve promotional copy, thought-provoking posts on copywriting advice, readily shared testing data and advice, access to millions of dollars of marketing testing data, no-nonsense email marketing advice, resources from a great copywriter who passed away, helpful advice from an author of 70+ books, making copywriting and SEO seem simple, gems of advice from an infrequently updated blog, and advice on writing Adwords ads. The source encourages scheduling time to discuss improving social media strategies and online presence or help with managing social media programs.
This document summarizes Lera Technologies' operational risk management solution. It discusses how operational risk has increased for banking and financial institutions due to various factors. Lera's end-to-end operational risk management solution helps institutions identify, monitor, measure, mitigate, and report on operational risks. It facilitates risk identification and assessment, defines controls, monitors audits, and tracks key risk indicators to help institutions comply with Basel II regulations and enhance their competitiveness through operational efficiencies and early risk identification.
Semiconductors in the Patient Monitoring Systems Market to 2016 - Growth Depe...ReportsnReports
This document provides a summary of the report "Semiconductors in the Patient Monitoring Systems to 2016 - Revenue Growth to be Dependent on Increasing Microcontroller and Analog IC Usage in Neonatal and Remote Patient Monitors" published by GBI Research in September 2012. The report analyzes the market size and forecasts for semiconductors used in patient monitoring systems based on product type, region and application until 2016. It finds that the market is expected to grow due to increasing usage of microcontrollers and analog ICs in neonatal and remote patient monitors driven by aging populations and demand for portable monitoring devices.
Swedbank was founded in 1820, as Sweden’s first savings bank was established. Today, our heritage is visible in that we truly are a bank for each and every one and in that we still strive to contribute to a sustainable development of society and our environment. We are strongly committed to society as a whole and keen to help bring about a sustainable form of societal development. Our Swedish operations hold an ISO 14001 environmental certification, and environmental work is an integral part of our business activities.
Este documento descreve um projeto de estudantes sobre transporte público urbano baseado no Artigo 31 da Declaração Universal dos Direitos Humanos. O projeto propõe soluções que garantam a privacidade e a proteção de imagens dos passageiros através de câmeras de vigilância em ônibus urbanos.
The QE index rose 0.4% led by gains in the Banking & Financial Services and Telecoms indices. Islamic Holding Group and QNB Group were the top gainers, while Qatar Industrial Manufacturing Co. fell 2.1%. Regional indices were also up, with Abu Dhabi rising 1.0% and Dubai gaining 0.4%. Qatar lifted its 2013 GDP growth forecast to 5.3% from 4.8% previously, citing higher expected oil and gas output.
Good nutrition means eating plenty of fresh fruits and vegetables, whole grains, and limiting fried, salty, and sugary foods. Regular moderate exercise several times a week helps keep the heart healthy and prevents illness. Drinking plenty of water each day also helps prevent health issues. Sunlight can help destroy germs and provide relaxation. Temperance means doing all things in moderation and avoiding harmful substances like tobacco, drugs, and alcohol. Fresh air is important for good health. Getting adequate rest and taking breaks can benefit the body and mind. In times of stress, one can find peace and freedom from fear by trusting in divine power.
Smithtown 2010 Business Olympics: Powerpoint and vodcasting presentationcelsesser
This document provides instructions for creating vodcasts, embedding movies in PowerPoint, and contact information for additional help. It discusses the 4 steps to creating a vodcast: planning content and format, producing using basic equipment and free software, publishing as an MP3 or WMV file, and promoting the vodcast. It also outlines how to embed a movie file directly into PowerPoint so it plays from within the presentation. Contact information is provided for the authors to answer any other questions.
The document discusses the role and functions of Congress in American government. It describes Congress as a bicameral legislature consisting of the House of Representatives and the Senate. Congress engages in lawmaking, oversight of the executive branch, and representation of citizens. While reelection incentives can sometimes hinder deliberation, Congress overall contributes to deliberative democracy through public proceedings and representation.
Para crear una animación en Macromedia Flash 8, primero se abre el programa y se importa una imagen a la biblioteca. Luego, se agranda la imagen presionando F6 repetidamente para crear una animación frame-by-frame.
International Journal of Computational Engineering Research(IJCER) ijceronline
nternational Journal of Computational Engineering Research (IJCER) is dedicated to protecting personal information and will make every reasonable effort to handle collected information appropriately. All information collected, as well as related requests, will be handled as carefully and efficiently as possible in accordance with IJCER standards for integrity and objectivity.
This study investigated the influence of attitude towards mathematics and study habits on achievement in mathematics among 500 secondary school students in Assam, India. The study found that achievement in mathematics was most closely related to attitude towards mathematics and study habits. Specifically:
1) Attitude towards mathematics and study habits were both significantly positively correlated with mathematics achievement.
2) Boys had higher mathematics achievement and more positive attitudes than girls. English medium students also outperformed Assamese medium students.
3) Attitude towards mathematics accounted for 15.2% of the variation in mathematics achievement, while study habits accounted for 29% of the variation.
4) A regression equation showed that together, attitude towards mathematics and study habits explained 41.
The document summarizes a study that aims to identify the least mastered mathematics skills of grade 9 students at Lawaan National High School. It discusses the study's rationale, theoretical background, objectives, scope, methodology and research instruments. The study will administer a questionnaire to 346 grade 9 students to determine their proficiency in algebra, geometry, trigonometry and radical expressions. It seeks to identify weaknesses and inform interventions to improve student performance in mathematics.
IJERA (International journal of Engineering Research and Applications) is International online, ... peer reviewed journal. For more detail or submit your article, please visit www.ijera.com
IJERA (International journal of Engineering Research and Applications) is International online, ... peer reviewed journal. For more detail or submit your article, please visit www.ijera.com
IRJET- Using Data Mining to Predict Students PerformanceIRJET Journal
This document describes a study that used logistic regression to predict student performance based on educational data. The researchers collected student data including exam scores, attendance, study hours, family income, etc. from a large dataset. Logistic regression achieved the best prediction accuracy of 82.03% compared to other models like naive bayes, K-nearest neighbor, and multi-layer perceptron. The results indicate that around 230 students would perform poorly, 600 would perform fairly, and 200 would perform well based on the predictive model. This analysis can help identify students needing extra support and help universities improve academic outcomes.
1) The study examined the association between metacognitive ability and academic achievement in science among 9th grade students, and the differences in metacognitive ability based on gender, location, medium of instruction, and school management type.
2) There was a positive and significant correlation found between metacognitive ability and academic achievement in science. Girls and rural students had significantly higher metacognitive ability scores than boys and urban students respectively.
3) No significant differences were found in metacognitive ability based on medium of instruction or school management type.
This document discusses factors affecting mathematics performance of high school students at Laguna State Polytechnic University for the academic year 2009-2010. It provides background information on the importance of mathematics and discusses relevant theories. The study aims to determine the extent to which student-related factors like interest and study habits, and teacher-related factors like personality traits, teaching skills, and instructional materials influence student performance. The methodology, results and conclusions of the research are also outlined.
This document summarizes a research study on factors affecting mathematics performance of high school students at Laguna State Polytechnic University in the 2009-2010 academic year. The study examines student-related factors like interest in mathematics, study habits, and teacher-related factors such as personality traits, teaching skills, and instructional materials. It provides background information on the importance of mathematics and reviews previous related studies. The research methodology, data collection instruments, and statistical analysis plan are also outlined.
Analysis Of Eighth Graders Performance On Standardized Mathematics TestsLisa Muthukumar
This study examined factors that predict 8th graders' performance on standardized mathematics tests using data from the 1988 National Educational Longitudinal Study. Multiple regression analysis found that socioeconomic status was the strongest predictor of math performance. Additional significant predictors included students' perceptions of mathematics, school climate, availability of remedial math courses, student-teacher relationships, gender, and time spent on homework. When analyzing specific ethnic groups, the study found that self-confidence best predicted African American students' scores, while post-secondary education plans were most predictive for Caucasian students.
Assessment And Evaluation In Mathematics A CompilationJanelle Martinez
This document discusses the concepts of assessment and evaluation in education. It defines assessment as the process of collecting information to improve student learning, while evaluation determines the quality or value of student work. The key differences are that assessment focuses on improving future performance, while evaluation judges the current quality. Principles of assessment include using assessment to enhance learning, being fair and inclusive, and providing accurate information to improve teaching and support learning.
FINAL DEFENSE in the morning of the philelsiegumoc0
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Similar to Research Inventy: International Journal of Engineering and Science (20)
TEACHER BEHAVIOUR AS PERCEIVED BY HIGHER SECONDARY COMPUTER SCIENCE STUDENTS ...
Research Inventy: International Journal of Engineering and Science
1. RESEARCH INVENTY: International Journal of Engineering and Science
ISSN: 2278-4721, Vol. 1, Issue 9(November 2012), PP 14-18
www.researchinventy.com
Influence of Arithmetical Ability and Study Habit on the
Achievement in Mathematics at Secondary Stage
1,
Dr. Ranjana Choudhury, 2,Dhiraj kumar Das
1,
Rtd. Head of Department of Mathematics.Handique Girl’s College, Guwahati, Assam, Pin-781001
2,
Department of mathematics, J.N.College, Boko, Kamrup, Assam, Pin-781123
Abstract: Arithmetical ability and study habits are some of the factor that influences the student ’s achievement
in mathematics. The present study aims at studying the influence of areas in relation to the arithmetic ability
and study habit on the achievement in mathematics to the pupils’ at secondary stage. A sample of 500 students
of standard IX from secondary school of south kamrup district, Assam, participated in the present study, in
which the relationship among the achievement in mathematics was most closely related with arithmetical ability
and study habit. Analysis of data indicated that there is a significant difference on achievement in mathematics
of the students in case of sex for different sub categories but independent for the sub-categories of medium. The
regression equation thus obtained shows that arithmetic ability and study habit contributes 28.44% and 29.66%
respectively to the Achievement in mathematics.
Key words: Arithmetic Ability, Study Habit, Achievement in Mathematics, Sex, Medium
1. INTRODUCTION
Mathematics is the oldest of all sciences that have developed through the ages having a direct impact
on the quality of human life in our planet. It is known to all of us that arithmetic is the basic branch of
mathematics and numerical concept is at the root of each and every mathematical concept. However arithmet ical
ability and numerical ability may influence pupils‟ achievement in mathemat ics. Several studies are done to find
out how achievements of the pupils are influenced by their mathematical ability and numerical ability. The
national policy of education (1986)[1] has also considered the importance of mathematics in general education
and suggests that „mathematics should be visualized as the vehicle to train a child to think, reason, analyze and
to articulate logically. The ability of do something is the quality acquired skill or talent. Study habit always
creates talent and skill of problem solving techniques. Study habit is a well planned and deliberate pattern of
study which has attained form of consistency on the part of the student towards understanding academic subject
and s and passing at examination (Pauk, 1962;Deese, 1959; Akinboye,1974)[ 2,3,4]Rastogi(1983)[5]
investigated the influence of command over basic arith metical skill on mathematics achievement. He observed
that poor command over basic arith metical skill was to be an important cause of backwardness in mathemat ics.
The investigator observed that the relation between Achievement in mathematics and Achievement in arith metic
is yet to be explored. Kaur(1985) analy zed abstract concepts in mathematics and isolated the figural angular
factor and numerical facility factor as dominant factors in learning mathemat ics and thus achievement in
mathematics in case of high school student. Sumangala(1995)[6] has studied 750 students of class IX in Kerala
and found that the numerical ability, numerical reasoning , ability to choose symbols, spatial ability and abstract
reasoning abilit ies to be significantly correlated to the achievement in mathematics. According to Olayinka
(1996) and Yahaya (2003),[7] passing examination to secure certificates either for admission into higher
institution or secure good jobs is the main goal of education to many people and not the acquisition of
knowledge and skills through studying. Hence the present study entitled “Influence of arithmet ical ability
and study habit on the achievement in mathematics at secondary stage
2. Objective of the study:
The present study was taken up with the follo wing objectives:
[1]. To find out the relationship between achievement in mathematics and Arithmetical ability and study
habit of IX standards students
[2]. To study the significant difference of achievement in mathematics, arith met ic ability and study habit of IX
standards students when they are classified according to their sex.
[3]. To study the significant difference of achievement in mathematics, arithmet ical ab ility and study habit of
IX standards students when they are classified according to the mediu m of instruction.
14
2. Influence Of Arithmetical Ability And Study…
[4]. To study the significant difference of achievement in mathemat ics with different arith metic ability and
study habit group of IX standards students when they are classified according to the sex.
[5]. To study the significant difference of achievement in mathemat ics with different arith metic ability and
study habit group of IX standards students when they are classified according to the med iu m of
instruction.
[6]. To determine the relative contribution of the arithmet ic ability and study habit to the prediction of
achievement in mathemat ics.
3. Samples
The normat ive survey method on stratified random technique was used for the present study. For this
purpose 250 boys and 250 g irls of standard IX fro m secondary school of south kamrup district were selected at
random.
4. Tools Used
Following tools were used to collect the data for the study-
(a) Mathematics achievement test: This has its content based on senior secondary mathematics syllabus and
contains mu ltiple choice items and validated with the assistance some senior secondary school teachers
(b) Arithmetic ability questionnaire : This was constructed and validated with the assistance some senior
secondary school teachers.
(c) Study habit Inventory: This was constructed and validated by the investigator.
5. Data collection
The investigator collected data by visiting the schools. Three tools were used for analysis of data.
6. Data analysis
Correlation, t -test and multip le regressions were used to study the variables in the present study.
Hypothesis testing
H1) There is no significant relationship between arithmetic ability and study habit and achievement in
mathematics of IX standards students
H2) There is no significant difference on the mean achievement in mathemat ics, arith metic ability and study
habit of boys and girls student studying in IX standards.
H3) There is no significant difference on the mean achievement in mathemat ics, arith metic ability and study
habit of English and Assamese med iu m students studying in IX standards .
H4) There is no significant difference on the mean achievement in mathematics with different arith metic
ability and study habit group of IX standards students when they are classified according to sex.
H5) There is no significant difference on the mean achievement in mathematics with different arith metic
ability and study habit group of IX standards students when they are classified according to the mediu m
of instruction.
Table-1
r-value for Achievement in mathematics and Arithmetical ability , study habi t
Sl.No. Vari able N df r p
1. Achievement i n Mathematics
2. Arithmetic ability 500 498 .605 <0.05
3. Achievement i n Mathematics
4. Study habit 500 498 .618 <0.05
15
3. Influence Of Arithmetical Ability And Study…
Table-2
Data and Results of test of significance of Difference between mean scores of Achievement in
Mathematics for different Sub Samples
Sub Samples N Mean S.D t value
Boys 250 45.67 26.01
Sex Girls 250 30.39 14.45 8.12
English 250 39.48 23.01
Medium 1.45
Assamese 250 36.58 21.65
Table-3
Data and Results of test of significance of Difference between mean scores of Arithmetical ability for
di fferent Sub Samples
Sub Samples N Mean S.D t value
Boys 250 16.80 8.10
Sex 5.09
Girls 250 13.25 6.43
English 250 16.06 8.22
Medium 2.92
Assamese 250 13.96 7.08
Table-4
Data and Results of test of significance of Difference between mean scores of Study Habit for different
Sub Samples
Sub Samples N Mean S.D t value
Boys 250 65.09 21.56
Sex Girls 250 58.82 20.97 3.29
English 250 62.78 20.70
Medium .855
Assamese 250 61.14 22.24
Table-5
Significance Differences between the Means of Achievement in mathematics Scores with different sub
categories of Ari thmetic ability
Sl. No. Sub category N Mean SD SE(Means)
1 High 145 56.35 24.17 2.01
2 Average 216 35.25 16.42 1.12
3 Low 139 23.24 13.94 1.18
Group t value D.F. Significance
High/Ave 9.88 359 .000
Ave/Low 7.12 353 .000
High/ Low 14.06 282 .000
Table-6
Significance Differences between the Means of Achievement in mathematics Scores with different sub
categories of Study Habit
Sl. No. Sub category N Mean SD SE(Means)
1 Regular 142 54.08 19.61 2.52
2 Moderately Regular 120 48.04 18.62 1.15
3 Irregular 328 23.41 15.18 1.79
16
4. Influence Of Arithmetical Ability And Study…
Group t value D.F. Significance
Reg/Modreg 8.91 350 .000
Modreg/Irreg 2.74 422 .006
Reg/Irrg 9.21 222 .000
Significance Differences between the Means of Achievement in mathematics Scores with different sub
categories of Study Habit
Multi ple Regression Analysis
In pursuance of the objective (VI) of the study, i.e. to determine the relative contribution of the arithmet ical
ability and study habit to the prediction of achievement in mathemat ics of IX standard students, data were
subjected to statistical treatment of mu ltip le regression technique.
Table-7
The relati ve contri bution of Arithmetical ability and study habi ts in to the prediction of achievement in
mathematics.
Vari ables Constant Regression B-Coefficient r value % of
Coefficient contri buti on
Arith metic ability 1.26 .47 .605 28.44
Study habit -12.05 .49 .48 .618 29.66
R2 =58.10
[1]. Fro m table-I it may be observed that the r-value of algebraic ability and study habit on achievement in
mathematics are 0.605, 0.618 respectively. All these values are much closed to one. So algebraic ability
and study habit to the achievement in mathematics are significantly related. So it may be concluded that
the student who has the high arithmetical ability and better study habit imp ly the high achievement in
mathematics.
[2]. Fro m table -2 we observed that with regard to achievement there is significant difference between boys
and girls (t=8.12, significant at 0.05 level) but not significant between English mediu m and Assamese
med iu m students (t=1.45, not significant at 0.01 level). It is seen that the mean achievement score for
boys (M=43) is higher than that of girls (M=33.06). So it may be concluded that the null hypothesis is
rejected for ach ievement in mathematics for different sub samples of sex and accepted in case of
med iu m. Th is implies that Boys are high on achievement in mathematics when co mpared with girl‟s
students. But Achievement in Mathematics is independent for the sub-categories of mediu m.
[3]. Fro m table-3 we observed that with regard to arithmetical ability there is significant difference between
boys and girls (t=5.09, significant at 0.05 level) and between English mediu m and Assamese mediu m
students (t=2.92, significant at 0.05 level). So it may be concluded that the null hypothesis is rejected
for arith metical ability for different sub samples sex and mediu m. This imp lies that Boys are high on
algebraic ability when compared with girl‟s students and assamese med iu m student has high arithmetic
ability than English mediu m students.
[4]. Fro m table-4 we observed that with regard to study habit there is significant difference between boys
and girls (t=3.29, significant at 0.05 level) and there is no significant difference between English
med iu m and Assamese mediu m students (t=.855, not significant). So it can be inferred that study habit is
independent for sub-categories of sex and med iu m.
[5]. Fro m table -5 we observed that with regard to achievement in mathematics, there is significant difference
between sub-categories of arith metical ability between high and Average (t= 9.88), average and low
(t=7.12) and high and low (t=14.06).
[6]. Fro m table -6 we observed that with regard to achievement in mathematics, there is significant difference
between sub-categories of study habit between regular and moderately regular (t= 2.54), moderately
regular and irregular (t =13.41) and regular and irregular (t =17.05).
[7]. Fro m table - 7 it is observed that-
(a) The achievement in mathematics by the independent variable arith metic ab ility of IX standard students
to the extent of 28.44%.
17
5. Influence Of Arithmetical Ability And Study…
(b) The achievement in mathematics by the independent variable study habit of IX standard students to the
extent of 29.66%.
(c) The regression equation obtained for total sample of 500 to predict achievement in mathemat ics of IX
standard students with the help of the prediction variable algebraic ability and study habit is :AIM= -
12.05+1.26*ALA+.49*SH Where AIM= Achievement in mathemat ics, ALA= Arith metic ability, SH=
study habit
7. Findings of the study
[1]. Findi ngs of coefficient of analysis
. Arith met ical ab ility and achievement in mathematics are significantly related.
. Study habit and achievement in mathematics are significantly related.
[2]. Findi ngs of t-test anal ysis
. Boys have better achievement in mathematics than girls.
. English and Assamese med iu m students are independent for the achievement in mathemat ics.
. Boys are high on arith metical ability compared with girls.
. High arith metical ability group have the better achievement in mathematics than average and low
group of pupils.
. Regular study habit group have the better achievement in mathemat ics than irregular and moderately
regular group of pupils
[3]. Findi ngs of Mul ti ple Regression analysis
. Arith met ical ab ility as an independent variable depends on the achievement in mathematics of IX
standard students to the extent of 28.44% %.
[4]. . Study habit of mathematics as an independent variable depends on achievement in mathematics of
standard students to the extent of 29.66%
Conclusion
Fro m the above study we may conclude that the arithmetical ability and study habit influence the
achievement in mathematics. Moreover the achievement in the subject mathematics mostly depends on pupils
study habit. The teacher needs to improve their relat ionship with the students to encourage good study habits
through home assignment. A large number of studies have been done on ability of the students from lower
grades to secondary grades in grasping concept of different topics of arithmetic. So it is beyond imag ination for
most of the parents and teacher‟s that to improve the arith metical ability to influence pupil‟s achievement in
mathematics the students proper study habit necessary.
References:
[1]. National policy of Education. (1986) Government of India Document. New Delhi, Ministry Of Human Resourse Development
[2]. Pauk.W(1962)How to study in College.Bostoni AoughtonMifflin Company
[3]. Deese.J.(1959) Environmental effect on study habits and attainment .Reading Research Quarterly. Vol.1.,No 3., 37-42
[4]. Akinboye. J.O (1980) How to study ; A psychological approach Ibadan, Maritime Printers.
[5]. Rastogi.S (1983)”Diagnosis of weakness in Arithmetic as related to the Basic arithmetic skills and their remedial measures” Ph.D.
Thesis, Gauhati university, 1983.
[6]. Sumangala. V. 1995. Some psychological variables discriminating between high and low achievers in mathematics. Experiment s in
education, 23 (10 and 11) 165-175
[7]. Yahaya.L.A (2003).Relationship between study habit and attitude of secondary school students towards examination malpractice in
kwara state. Abuja Iournal of Education.15 (1), 216-234.
[8]. Ghose, B.N.: “Scientific Method & Social Research.” Sterling Publishers Pvt. Ltd.
[9]. John, W. Best, Fames. V.Khan: Research in Education “Fifth Edition.”
[10]. Oyedeji,O.A.(1991) : “ Perseverance, Study habit and self concept as predictors of students‟ performance in secondary school
mathematics in Nigeria.”
[11]. Sherard.W.H.(1981) Why a Geometry a Basic Skill?. Mathematics Teacher. 19 -21.
[12]. Sirohi, V.: “A study of underachievement in relation to study habits and attitude .”
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