Effets Of Lesson Study Incorporating Phase-Based Instruction On Form One Students’ Achievement And Learning Motivation In Geometry

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dc.contributor.authorMak, Wai Fong
dc.date.accessioned2017-01-05T02:15:58Z
dc.date.available2017-01-05T02:15:58Z
dc.date.issued2016-02
dc.description.abstractLearning 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.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/3319
dc.language.isoenen_US
dc.publisherUniversiti Sains Malaysiaen_US
dc.subjectGeometryen_US
dc.subjectLearning motivationen_US
dc.titleEffets Of Lesson Study Incorporating Phase-Based Instruction On Form One Students’ Achievement And Learning Motivation In Geometryen_US
dc.typeThesisen_US
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