A study on teacher’s Mathematics Pedagogical Content knowledge and its effect on students’ attitude towards Mathematics and their scholastic achievement in Mathematics of secondary level students of kolkata
Journal Title: Advance Research Journal of Multidisciplinary Discoveries - Year 2017, Vol 18, Issue 10
Abstract
T raditionally mathematics classes are grave and solemn and often appear intimidating students and make them reticent about using it. The most important factor impinges students’ attitude towards and scholastic achievement in mathematics is teacher’s Mathema tics Pedagogical Content Knowledge (MPCK) may confidently eradicate students’ anxiety (SA) towards mathematics. Mathematics teachers got the soul authority to change the situation in a desirable direction that may confidently eradicate students’ anxiety (S A) towards mathematics. The study is fashioned to create a scalable intervention to measure the relationship between teachers’ MPCK and students’ attitude towards and scholastic achievement in mathematics. To address this issue students of Kolkata (WB) con stitute the population. A sample of 200 students was selected from tenth slandered. A25 - items self - developed questionnaire (r = 0.78349) was used to measure the students’ attitude towards mathematics (15 - items) and 10 mathematics questions from common syll abus of both the states . The obtained data were analysed and interpreted by using descriptive statistics, t - test, one way ANOVA, and Scheff’s Post - hoc test . The result reveals there is significant relationship among and between all the independent variable s of attitude towards mathematics except in one case and there is no significant difference and influence of intersection among and between attitude towards mathematics and scholastic achievement in mathematics of secondary level students of Kolkata. Key Words
Authors and Affiliations
Shyamal Kumar Das
Keywords
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