A Comparison of Low Performing Students' Achievements in Factoring Cubic Polynomials Using Three Different Strategies

Autor/inn/en	Ogbonnaya, Ugorji I.; Mogari, David L.; Machisi, Eric
Titel	A Comparison of Low Performing Students' Achievements in Factoring Cubic Polynomials Using Three Different Strategies
Quelle	(2013), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-972-8939-99-1
Schlagwörter	Low Achievement; Secondary School Students; Grade 12; Foreign Countries; Scores; Mathematics Instruction; Mathematics Achievement; Teaching Methods; Mathematics Skills; Mathematical Concepts; Equations (Mathematics); Knowledge Level; Concept Formation; Statistical Analysis; South Africa + Suchen Sie Ihr Suchwort? Unterdurchschnittliche Leistung; Sekundarschüler; School year 12; 12. Schuljahr; Schuljahr 12; Ausland; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics ability; Equations; Mathematics; Gleichungslehre; Wissensbasis; Concept learning; Begriffsbildung; Statistische Analyse; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In this study, repeated measures design was employed to compare low performing students' achievements in factoring cubic polynomials using three strategies. Twenty-five low-performing Grade 12 students from a secondary school in Limpopo province took part in the study. Data was collected using achievement test and was analysed using repeated measures analysis of variance. Findings indicated significant differences in students' mean scores due to the strategy used. On average, students achieved better scores with the synthetic division strategy than with long division and equating coefficients strategies. The study recommends that students should be offered opportunities to try out a variety of mathematical solution strategies rather than confine them to only strategies in their prescribed textbooks. [For full proceedings, see ED557168.] (As Provided).
Anmerkungen	International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01