Effets Of Lesson Study Incorporating Phase-Based Instruction On Form One Students’ Achievement And Learning Motivation In Geometry
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Date
2016-02
Authors
Mak, Wai Fong
Journal Title
Journal ISSN
Volume Title
Publisher
Universiti Sains Malaysia
Abstract
Learning geometry is emphasized as Malaysia has placed great importance in
STEM education in The Malaysian Education Blueprint 2013-2025.This study was
undertaken to ascertain the effects of Lesson Study incorporating Phase-based
(LSPB) instruction on Form One students’ geometry achievements and geometry
learning motivation as compared to conventional instruction. This study also
investigates the effects of LSPB on geometry achievement and motivation in
learning geometry of the initial LSPB group (E1), the revised LSPB group (E2) and
the re-revised LSPB group (E3). A sample of 154 low achievement students from
two urban schools and six mathematics teachers were involved in this study. The
researcher employed a quasi-experimental design. The instruments used in this
study were the end-of-unit tests (pretests and posttests) to measure students’
geometry achievement and the Instructional Material Motivation Survey (IMMS) to
measure students’ geometry learning motivation. Data obtained from the study
were analyzed using SPSS version 21. The results revealed that there are significant
differences at p< .01 level on geometry achievement and geometry learning
motivation between the experimental group and the control group. With LSPB
instruction, the one-way between-subjects analysis of variance (ANOVA) also shows that there is a significant difference in geometry achievement [F (2, 74) =
5.86, p = .004] among the three experimental groups of students (E1-co-planned
lesson, E2-revised lesson and E3-re-revised lesson) but no significant difference in
geometry learning motivation. Post hoc comparisons indicated that there was a
significant difference in geometry achievement between groups E1 and E3. These
results implied that LSPB instruction improved Form One students’ geometry
achievement and geometry learning motivation compared to conventional
instruction. Besides that, the re-revised lessons of LSPB instruction also yielded
greater positive effect on students’ geometry achievement.
Description
Keywords
Geometry , Learning motivation