Students' Motivation and Intention Towards Learning Mathematicsand Mathematics Performance: Analysis With their Preferred Trackin the Senior High During the Grade 11 in the K-12 Implementation
Notice bibliographique
Résumé
In the light of the ASEAN Economic Integration, the educational system is now geared towards K-12 landscape. This study presents analyses on the students’ motivation and intention towards learning Mathematics, Mathematics performance and students’ preferred track in the senior high during the first batch of the K-12 implementation. A survey was conducted investigate students’ motivation and intention towards learning mathematics, since motivation is perceived as a pre-requisite of and an indispensable component for student engagement in learning. Saeed and Zyngier also cited that, student engagement in learning is not only an end in itself but it is also a means to the end of students achieving sound academic outcomes. A correlation approach was adapted to show relationship among students’ motivation, students’ intention towards learning Mathematics, Mathematics performance, and preferred track in the senior high school. This was conducted at the Basic Education Department - North Campus (BED-NC), University of San Carlos, during 4th quarter of the school year 2014 - 2015. The BED-NC had pioneered the operation of the grade 11 and grade 12 Tech-Voc tracks in Visayas. This serves an experimental batch with thirty eight (38) scholar students sponsored by the University. There were 276 third-year high school students of BED-NC as the respondents of the study. This batch is the first official batch to enrol the grade 11 during the K-12 implementation. The findings revealed the following: a) Mathematics performance has no relationship between the students’ perception on the idea that their friends think that Mathematics is a worthwhile class and students’ intention to continue taking Mathematics classes; b) Mathematics performance has low correlation between the students’ attitude towards doing Mathematics and students’ perception on their ability to do Mathematics; c) The preferred track in the senior high is independent from the students’ perception on the idea that their friends think that Mathematics is a worthwhile class and students’ intention to continue taking Mathematics classes; d) the preferred track in the senior high is dependent from students’ attitude towards doing Mathematics and students’ perception on their ability to do Mathematics; e) The students who preferred STEM have higher Mathematics grade than those who prefer Arts and Design, General Academic, and Humanities and Social Sciences; and f) The students who prefer ABM have higher Mathematics grades than those who prefer Arts and Design. These findings will give direction to those schools who will offer senior high school.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,012 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».