The Adoption of Variation Theory in the Classroom: Effect on Students’ Algebraic Achievement and Motivation to Learn

• Ting Jing Jing ^[1] ; Rohani Ahmad Tarmizi ^[1] ; Kamariah Abu Bakar ^[1] ; Dalia Aralas ^[1]
  1. [1] Universiti Putra Malaysia

     Universiti Putra Malaysia

     Malasia

     
• Localización: Electronic journal of research in educational psychology, ISSN-e 1696-2095, Vol. 15, Nº. 42, 2017, págs. 307-325
• Idioma: inglés
• DOI: 10.14204/ejrep.42.16070
• Enlaces
  • Texto completo
• Resumen
  • español

    Introducción. Los análisis de las lecciones llevadas a cabo en las regiones de Asia Oriental que se desempeñan bien en Tendencias en Matemáticas y Estudios Científicos Internacionales en Corea del Sur, Hong Kong y Japón, demostraron a los maestros en el aula de matemáticas las características del contenido de forma sistemática, considerando la variación dentro de las capacidades de los estudiantes. Estudios recientes encontraron que la integración de la Teoría de la Variación en la Instrucción en el aula mejora significativamente el desempeño de los estudiantes. Teniendo en cuenta los éxitos anteriores en la integración de la teoría de la variación en el aula en otros países, es imperativo examinar el efecto de la teoría de la variación basada en la estrategia de enseñanza y aprendizaje del álgebra en las escuelas de Malasia.

    Método. El estudio utilizó el diseño de investigación de grupo de control no equivalente equivalente y participó en dos clases (30 en el grupo experimental, 28 en el grupo de control) en Malasia Los estudiantes de la primera clase pasaron por la clase de álgebra enseñada con Variation Theory Based Strategy (VTBS) mientras que la clase de estudiantes experimentó la Estrategia de Enseñanza Convencional (CTS). Los instrumentos utilizados para el estudio fueron una Prueba de álgebra de 24 ítems y una encuesta de interés de motivación de 46 elementos.

    Resultados. El resultado del Análisis de Covariancia indicó que los estudiantes del grupo experimental obtuvieron puntuaciones significativamente mejores que el grupo control. Sin embargo, el resultado del Análisis Multivariable de Varianza no mostró evidencia de efecto significativo de VTBS en la motivación general de los estudiantes del grupo experimental en todas las cinco subescalas; Atención, relevancia, confianza, satisfacción e interés.

    Discusión y conclusión. Estos resultados sugieren que la adopción de VTBS en el aula de álgebra es eficaz en el rendimiento algebraico de los estudiantes, pero no en la motivación de los estudiantes para aprender. Se recomiendan más investigaciones sobre el impacto de VTBS en los resultados afectivos de los estudiantes.

  • English

    Introduction. Analysis of lessons held in East Asia regions that perform well in Trends in International Mathematics and Science Studies such as; South Korea, Hong Kong and Japan, demonstrated teachers in mathematics classroom enacted features of the content systematically with consideration of variation within students’ capabilities. Recent studies found that integration of variation theory in classroom instruction improve students’ performance significantly. Considering the prior successes in integration of variation theory in classroom in other countries, it is imperative to examine the effect of variation theory based strategy in the teaching and learning of the algebra in schools in Malaysia.

    Method. The study used quasi-experimental non-equivalent control group research design and involved 58 Form Two (Grade 8th) students in two classes (30 in experimental group, 28 in control group) in Malaysia The first class of students went through algebra class taught with Variation Theory Based Strategy (VTBS) while the class of students experienced Conventional Teaching Strategy (CTS). The instruments used for the study were a 24-item Algebra Test and 46-item Instructional Materials Motivation Interest Survey.

    Results. Result from Analysis of Covariance indicated that experimental group students achieved significantly better test scores than control group. However, result of Multivariate Analysis of Variance did not show evidence of significant effect of VTBS on experimental group students’ overall motivation in all the five subscales; attention, relevance, confidence, satisfaction, and interest.

    Discussion and Conclusion. These results suggested the adoption of VTBS in the algebra classroom is effective on students’ algebraic performance but not on students’ motivation to learn. Futher investigations of the impact of VTBS on students’ affective outcomes are recommended.

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