Socio-cultural context-based inquiry learning in a mathematics flipped classroom
Clicks: 1
ID: 287511
2024
Article Quality & Performance Metrics
Overall Quality
Not rated
Combines reader engagement with the AI quality analysis. This
article has not been analysed, so there is no overall score —
reader engagement is measured and shown alongside.
Reader Engagement
0.0
/100
1 views
0 readers
AI Quality Assessment
Not analyzed
Readership in this journal
Ranked #3,744 of 3,757 articles by views in Malay Journal
Most read
Least read
Bar heights use a square-root scale. Only the 120 most-read articles are drawn; the journal has 3,757 in total.
Mint this article as an NFT
Not yet mintedCreate a permanent, verifiable on-chain record of this article on the Scimatic Network. The NFT is held in your Journament account, and you can withdraw it to your own wallet at any time.
5
SUSD
one-off · no wallet required
Abstract
The research stands with the proposition that, if the students find learning realistic, interactive, and convenient, then the learning achievement and attitudes of the students will improve. The study incorporated sociocultural context in the activities while students engage with course content outside of class and the class time focuses on cooperative problem-solving, which combined cultural relevance and technology-enhanced learning. In addition, the study investigated the effects of the intervention in the students’ mathematics critical thinking attitude, attitude towards self-directed learning, and their mathematics performance under the topics of Functions. The findings indicated that students have significantly improved their scores as showed from the compared result of the pre-test and post test of researcher-made test. Morever, significant changes in the self-directed learning attitude of the students under the intervention was evident from their pre-test and post test. However, critical thinking attitude and self-directed learning attitude results from pre-tests and post-tests of the conventional group and the critical thinking attitude of the group under the intervention failed to reveal significant changes. It was recommended to have a similar study across all discipline simultaneously for one term as indicated and implied by the result of the scores of the students in mathematics critical thinking attitude assessment and attitude towards self-directed learning assessment and supported by the learners’ reflections during their period of the intervention.
| Reference Key |
persistent_1760661815_68f191373a1b5
Use this key to autocite in the manuscript while using
SciMatic Manuscript Manager or Thesis Manager
|
|---|---|
| Authors | Cortez, Carlo P. |
| Journal | Malay Journal |
| Year | 2024 |
| DOI |
DOI not found
|
| URL | |
| Keywords | Keywords not found |
Citations
No citations found. To add a citation, contact the admin at info@scimatic.org
Comments
No comments yet. Be the first to comment on this article.