scholarly journals Researching anxiety of pre-service teachers in teaching science and mathematics program

2021 ◽  
Vol 15 (3) ◽  
pp. 438-442
Author(s):  
Veena Prachagool ◽  
Prasart Nuangchalerm ◽  
Juhji Juhji ◽  
Thanapol Thavornsil
Keyword(s):  
Teaching Science ◽  
Effective Learning ◽  
Learning Anxiety ◽  
Program Of Study ◽  
Medium Level ◽  
Mathematics Program ◽  
And Mathematics ◽  
Anxiety Questionnaire

This study purposed to investigate researching anxiety of pre-service teachers that might want to explain why they are able to learn successfully in the context of difference in program of study. There were 15 pre-service teachers in M.Ed. program of teaching science and mathematics voluntary participated. Learning Anxiety Questionnaire (LAQ) was employed their anxiety towards learning through Google Form. The study revealed that pre-service teachers had anxiety at medium level. However, some of item present they had different level of anxiety. The effective learning for decreasing level anxiety needs to be more discussed.

scholarly journals Quality Evaluation of Theses in Teaching Science and Mathematics Program

2021 ◽  
Vol 7 (2) ◽  
pp. 383
Author(s):  
Prasart Nuangchalerm ◽  
Veena Prachagool
Keyword(s):  
Systematic Approach ◽  
Research Area ◽  
Teaching Science ◽  
School Level ◽  
High School Level ◽  
Inquiry Based Learning ◽  
School Contexts ◽  
Mathematics Program ◽  
And Mathematics

This study aimed to study quality of theses of master education program in teaching science and mathematics, Mahasarakham University, Thailand which conducted and published during 2016-2019. A 37 theses were studied through systematic approach. Data were collected by 24 questionnaires of theses analysis anecdotal. Mean, standard deviation, and percentage were employed. Results showed that most of thesis focus on action research due to the school contexts. Teaching strategies or innovation which employed are problem-based learning, inquiry-based learning, STEM education and other trending approaches. All of informants or samples are studying in high school level. Overall of quality of thesis can be considered in at good level. The finding is useful for program development and shaping research area for graduate students in the future.

Data Analytics and STEM Student Success: The Impact of Predictive Analytics-Informed Academic Advising Among Undeclared First-Year Engineering Students

2018 ◽  
Vol 22 (3) ◽  
pp. 497-521 ◽  
Author(s):  
Yu (April) Chen ◽  
Sylvester Upah
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Academic Advising ◽  
Data Analytics ◽  
Predictive Analytics ◽  
First Year ◽  
Program Of Study ◽  
Science Technology ◽  
Mathematics Student ◽  
And Mathematics

Science, Technology, Engineering, and Mathematics student success is an important topic in higher education research. Recently, the use of data analytics in higher education administration has gain popularity. However, very few studies have examined how data analytics may influence Science, Technology, Engineering, and Mathematics student success. This study took the first step to investigate the influence of using predictive analytics on academic advising in engineering majors. Specifically, we examined the effects of predictive analytics-informed academic advising among undeclared first-year engineering student with regard to changing a major and selecting a program of study. We utilized the propensity score matching technique to compare students who received predictive analytics-informed advising with those who did not. Results indicated that students who received predictive analytics-informed advising were more likely to change a major than their counterparts. No significant effects was detected regarding selecting a program of study. Implications of the findings for policy, practice, and future research were discussed.

scholarly journals Infographics and Mathematics: A Mechanism for Effective Learning in the Classroom

PRIMUS ◽  
2015 ◽  
Vol 26 (2) ◽  
pp. 158-167 ◽  
Author(s):  
Ivan Sudakov ◽  
Thomas Bellsky ◽  
Svetlana Usenyuk ◽  
Victoria V. Polyakova
Keyword(s):  
Effective Learning ◽  
And Mathematics

scholarly journals Test Anxiety in Adolescent Students: Different Responses According to the Components of Anxiety as a Function of Sociodemographic and Academic Variables

2020 ◽  
Vol 11 ◽  
Author(s):  
Rosa Torrano ◽  
Juan M. Ortigosa ◽  
Antonio Riquelme ◽  
Francisco J. Méndez ◽  
José A. López-Pina
Keyword(s):  
Test Anxiety ◽  
Three Dimensional ◽  
Three Dimensional Model ◽  
Academic Variables ◽  
Academic Assessment ◽  
Adolescent Students ◽  
Cognitive Component ◽  
Mathematics Tests ◽  
And Mathematics ◽  
Anxiety Questionnaire

ObjectiveTest anxiety (TA) is a construct that has scarcely been studied based on Lang’s three-dimensional model of anxiety. The objective of this article is to investigate the repercussion of sociodemographic and academic variables on different responses for each component of anxiety and for the type of test in adolescent students.MethodA total of 1181 students from 12 to 18 years old (M = 14.7 and SD = 1.8) participated, of whom 569 were boys (48.2%) and 612 girls (51.8%). A sociodemographic questionnaire and the Cuestionario de Ansiedad ante los examenes-Adaptado (CAEX-A) [Test Anxiety Questionnaire-Adapted] an adaptation for Spanish secondary school levels (ESO) and Bachillerato were administered.ResultsGirls scored higher on the cognitive and physiological components of TA than boys, the intensity of the physiological response increasing with age. Bachillerato level students reported more physiological anxiety than those of ESO level. Students with better marks in the previous year presented more anxiety in the cognitive component, while those who obtained the lower mark presented higher anxiety values in the behavioral component. Participants reported that the types of tests that cause them more anxiety were oral tests in front of the class, oral presentation in front of a panel, and mathematics tests.ConclusionAdolescents show a differential response of TA based on the physiological, cognitive and motor components, mediated by the variables of gender, age, grade, academic performance and type of exam. These results serve to design specific intervention programs to manage anxiety in situations of academic assessment.

scholarly journals Teaching Science and Mathematics in English Steering Mastery in English Language Amongst Sciences Students in UKM

2012 ◽  
Vol 59 ◽  
pp. 670-677 ◽  
Author(s):  
Nora Muda ◽  
Wan Rosmanira Ismail ◽  
Faridatulazna Ahmad Shahabudin ◽  
Humaida Banu Samsudin ◽  
Nur Riza Mohd Suradi ◽  
...  
Keyword(s):  
English Language ◽  
Teaching Science ◽  
And Mathematics

Cultural Contexts in Science and Mathematics Teaching to Young Children

2019 ◽  
Vol 15 (2) ◽  
Author(s):  
Gina C. Obiakor ◽  
Kristen E. Obiakor ◽  
Charles C. Obiakor ◽  
Festus E. Obiakor
Keyword(s):  
Teacher Preparation ◽  
Mathematics Teaching ◽  
Mathematical Knowledge ◽  
Teaching Science ◽  
National Origin ◽  
Innovative Teaching ◽  
Cultural Contexts ◽  
Language And Gender ◽  
And Gender ◽  
And Mathematics

AbstractScience and mathematics have international and global origins and impacts that are intertwined with national origin, race, culture, religion, language, and gender, to mention a few. This means that scientific and mathematical knowledge goes beyond myopic narrow confines. Put another way, teaching science and mathematics without explicating their phenomenal foundations and influences is tantamount to “scotching the snake, but not killing it.” In this article, we use cases to discuss cultural contexts in teaching science and mathematics. Embedded in our discussion are issues of teacher preparation, innovative teaching, and disparities in public health and environmental health.

Has Algebra Certain Real Values for the High School Student of To-Day?: A Radio Talk

1927 ◽  
Vol 20 (7) ◽  
pp. 403-406
Author(s):  
Winona Perry
Keyword(s):  
High School ◽  
High School Students ◽  
High School Student ◽  
School Students ◽  
Effective Learning ◽  
Program Of Study ◽  
Radio Talk

Why are nearly all of the high school students of to-day asked to include at least one course in algebra on a year's program of study? Is it that one of the uses of algebra is to enable the student to be better prepared to undertake the study of the sciences? A rather large number of instructors in certain science subjects have indicated, on carefully prepared questionnaires, that certain topics in algebra are considered fundamental to the most effective learning of their particular subject. Of immediate importance to us was the series of statements revealing that the easier parts (rather than the long, involved, and difficult aspects) of certain topics were the ones more frequently used in other subjects.

Teachers’ Experiences in Teaching Science and Mathematics Using Their Second Language

2020 ◽  
Vol 28 (1) ◽  
pp. 31-43
Author(s):  
Ashairi Suliman ◽  
Mohamed Yusoff Mohd Nor ◽  
Melor Md Yunus ◽  
Azlin Norhaini Mansor
Keyword(s):  
Second Language ◽  
Teaching Science ◽  
Teachers Experiences ◽  
And Mathematics

Intellectual Science and Mathematics Program: Improving Students’ Interest in Learning Science and Mathematics

2017 ◽  
Vol 23 (4) ◽  
pp. 3268-3272
Author(s):  
Nurul Akmal Md Nasir ◽  
Muhamad Furkan Mat Salleh ◽  
Nor Syazwani Rasid ◽  
Mohamad Hisyam Ismail ◽  
Nabilah Abdullah
Keyword(s):  
Learning Science ◽  
Mathematics Program ◽  
And Mathematics

scholarly journals Interdisciplinary Training in Mathematical Biology through Team-based Undergraduate Research and Courses

2010 ◽  
Vol 9 (3) ◽  
pp. 284-289 ◽  
Author(s):  
Jason E. Miller ◽  
Timothy Walston
Keyword(s):  
Mathematical Biology ◽  
Undergraduate Research ◽  
Lessons Learned ◽  
State University ◽  
Interdisciplinary Training ◽  
Research Experiences ◽  
Research Collaborations ◽  
Mathematics Program ◽  
And Mathematics ◽  
Interdisciplinary Courses

Inspired by BIO2010 and leveraging institutional and external funding, Truman State University built an undergraduate program in mathematical biology with high-quality, faculty-mentored interdisciplinary research experiences at its core. These experiences taught faculty and students to bridge the epistemological gap between the mathematical and life sciences. Together they created the infrastructure that currently supports several interdisciplinary courses, an innovative minor degree, and long-term interdepartmental research collaborations. This article describes how the program was built with support from the National Science Foundation's Interdisciplinary Training for Undergraduates in Biology and Mathematics program, and it shares lessons learned that will help other undergraduate institutions build their own program.

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