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Utilization of variation theory in the classroom: effect on students' algebraic achievement and motivation


Ting, Jing Jing and Ahmad Tarmizi, Rohani and Abu Bakar, Kamariah and Aralas, Dalia (2016) Utilization of variation theory in the classroom: effect on students' algebraic achievement and motivation. In: 2nd International Conference and Workshop on Mathematical Analysis (ICWOMA 2016), 2-4 Aug. 2016, Langkawi, Malaysia. (pp. 1-8).


This study investigates the effect of utilizing Variation Theory Based Strategy on students’ algebraic achievement and motivation in learning algebra. The study used quasi-experimental non-equivalent control group research design and involved 56 Form Two (Secondary Two) students in two classes (28 in experimental group, 28 in control group) in Malaysia The first class of students went through algebra class taught with Variation Theory Based Strategy (VTBS) while the second class of students experienced conventional teaching strategy. The instruments used for the study were a 24-item Algebra Test and 36-item Instructional Materials Motivation Survey. Result from analysis of Covariance indicated that experimental group students achieved significantly better test scores than control group. Result of Multivariate Analysis of Variance also shows evidences of significant effect of VTBS on experimental students’ overall motivation in all the five subscales; attention, relevance, confidence, and satisfaction. These results suggested the utilization of VTBS would improve students’ learning in algebra.

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Additional Metadata

Item Type: Conference or Workshop Item (Paper)
Divisions: Faculty of Educational Studies
Institute for Mathematical Research
DOI Number: https://doi.org/10.1063/1.4972172
Publisher: AIP Publishing
Keywords: Algebraic achievement; Mathematics; Motivation; Rural; Urban; Variation theory
Depositing User: Nabilah Mustapa
Date Deposited: 26 Sep 2017 03:48
Last Modified: 26 Sep 2017 03:48
Altmetrics: http://www.altmetric.com/details.php?domain=psasir.upm.edu.my&doi=10.1063/1.4972172
URI: http://psasir.upm.edu.my/id/eprint/57254
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