• The Effect of Cooperative Prob...

Treffer: The Effect of Cooperative Problem-Solving Method on Students' Motivation towards Learning Algebra

Title:
The Effect of Cooperative Problem-Solving Method on Students' Motivation towards Learning Algebra
Language:
English
Authors:
Habtamu, Shenkut Belhu (ORCID 0000-0002-1533-421X), Mulugeta, Atnafu Ayele (ORCID 0000-0002-4271-2108), Mulugeta, Woldemichael Gebresenbet (ORCID 0000-0003-4579-7706)
Source:
Pedagogical Research. 2022 7(2).
Availability:
Modestum. 1 Windrush Road, DE65 5LB, Hilton, Derbyshire, UK. Tel: +44-783-473-4063; e-mail: info@modestum.org; Web site: https://www.pedagogicalresearch.com/
Peer Reviewed:
Y
Page Count:
10
Publication Date:
2022
Document Type:
Fachzeitschrift Journal Articles<br />Reports - Research
Education Level:
Grade 9
High Schools
Junior High Schools
Middle Schools
Secondary Education
Descriptors:
Cooperative Learning, Problem Solving, Student Motivation, Mathematics Instruction, Algebra, Grade 9, Goal Orientation, Value Judgment, Student Attitudes, Self Efficacy, Test Anxiety, Secondary School Students, Foreign Countries
Geographic Terms:
Ethiopia
ISSN:
2468-4929
Entry Date:
2022
Accession Number:
EJ1337279
Database:
ERIC

Weitere Informationen

This study aimed to examine the effect of cooperative problem-solving method on grade nine secondary school students' motivation towards learning algebra. In this study, pretest-posttest non-equivalent group quasi-experimental design was employed. The data were collected from 142 grade ninth students using mathematics motivation questionnaire and analyzed using paired sample t-test, analysis of variance, and analysis of covariance. The result revealed that there was a statistically significant mean difference between groups on intrinsic goal orientation, extrinsic goal orientation, task-value, control of beliefs for learning, self-efficacy, and total motivation of students to learn algebra. Besides, except test anxiety motivation component, students' motivation and its components to learn algebra were affected by the cooperative problem-solving and the problem-solving methods. However, there was no statistically significant mean difference between groups on test anxiety motivation component. Finally, we recommend that further study is needed to examine how students test anxiety can be improved.

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