The Effect of Cooperative Problem-Solving Method on Students' Motivation towards Learning Algebra

Autor/inn/en	Habtamu, Shenkut Belhu; Mulugeta, Atnafu Ayele; Mulugeta, Woldemichael Gebresenbet
Titel	The Effect of Cooperative Problem-Solving Method on Students' Motivation towards Learning Algebra
Quelle	In: Pedagogical Research, 7 (2022) 2, (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Habtamu, Shenkut Belhu) ORCID (Mulugeta, Atnafu Ayele) ORCID (Mulugeta, Woldemichael Gebresenbet)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2468-4929
Schlagwörter	Cooperative Learning; Problem Solving; Student Motivation; Mathematics Instruction; Algebra; Grade 9; Goal Orientation; Value Judgment; Student Attitudes; Self Efficacy; Test Anxiety; Secondary School Students; Foreign Countries; Ethiopia + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Problemlösen; Schulische Motivation; Mathematics lessons; Mathematikunterricht; School year 09; 9. Schuljahr; Schuljahr 09; Zielorientierung; Zielvorstellung; Werturteil; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Examination phobia; Testangst; Prüfungsangst; Sekundarschüler; Ausland; Äthiopien
Abstract	This study aimed to examine the effect of cooperative problem-solving method on grade nine secondary school students' motivation towards learning algebra. In this study, pretest-posttest non-equivalent group quasi-experimental design was employed. The data were collected from 142 grade ninth students using mathematics motivation questionnaire and analyzed using paired sample t-test, analysis of variance, and analysis of covariance. The result revealed that there was a statistically significant mean difference between groups on intrinsic goal orientation, extrinsic goal orientation, task-value, control of beliefs for learning, self-efficacy, and total motivation of students to learn algebra. Besides, except test anxiety motivation component, students' motivation and its components to learn algebra were affected by the cooperative problem-solving and the problem-solving methods. However, there was no statistically significant mean difference between groups on test anxiety motivation component. Finally, we recommend that further study is needed to examine how students test anxiety can be improved. (As Provided).
Anmerkungen	Modestum. 1 Windrush Road, DE65 5LB, Hilton, Derbyshire, UK. Tel: +44-783-473-4063; e-mail: info@modestum.org; Web site: https://www.pedagogicalresearch.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01