Mathematics Education

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http://etd.aau.edu.et/handle/12345678/167

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Browsing Mathematics Education by Author "Desta Gebeyehu"

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    A Blended Approach of Jigsaw-4 and Problem-Solving Strategies in Preserv-ice Physics Teachers’ Understanding of Newton Laws of Motion Concepts and Their Affective Factors
    (Addis Ababa University, 2024-03) Zerihun Anibo; Desta Gebeyehu
    Education in the twenty-first century needs new, creative instructional approaches to teach, like the active learning method, to help students understand physics concepts better. The purpose of this study was to investigate the effects of Blended Approach of Jigsaw-4 problem-solving strat-egies on factual, conceptual understanding, procedural knowledge, problem-solving skills, moti-vation, and perception in a mechanics course, particularly on laws of motion, compared to the conventional method in the college of teacher education in the Southern Nation Nationality Peo-ples Regional State. In this study, 136 preservice physics teachers were chosen non-randomly from four colleges of teacher education. A quasi-experimental, non-random pretest-posttest re-search design with a mixed research method was used. Factual knowledge diagnostic tests, con-ceptual understanding tests, procedural knowledge tests, problem-solving skills tests, and phys-ics motivational questionnaires were administered to all groups as pretests and posttests. After the treatment, 24 preservice physics teachers, six from each group, were interviewed semi-structurally to collect data. In terms of data analysis, descriptive statistics, paired sample t-tests, and inferential statistics such as Analysis of Variance (ANOVA), post hoc tests were used for the analysis of the quantitative data, whereas deductive coding of verbal description was used for qualitative analysis. The findings of the quantitative analysis revealed statistically significant differences in preservice physics teachers' conceptual understanding, procedural knowledge, and problem-solving skills in learning laws of motion, which were found to be better after learn-ing through Jigsaw-4 problem-solving strategies. Concerning motivation, it was found that the blended Jigsaw-4 problem-solving strategy had a significantly superior effect over other prob-lem-solving strategies and conventional instruction. The interview analysis was drawn out using five major themes of pre-service physics teachers’ views: conceptualizing concepts of force view, the advantage of frictional force view, laws of inertia view, third law of motion view, and nature of frictional force view. It was found that preservice physics teachers' views improved more through Jigsaw-4 problem-solving strategies. In conclusion, the blended Jigsaw-4 problem-solving strategy using the TECMRER ( Thinking, Exploring, Choosing Strategies, Manipulation, Reflection, Evaluation, and Reteaching ) model improved learning of physics more than the Jig-saw-4 Techniques of Teaching, Problem-Solving Strategies, and conventional method. Finally, the researcher suggested that physics teacher educators have to use the Jigsaw-4 problem-solving strategy using the TECMRER model to develop the conceptual understanding, procedur-al knowledge, and problem-solving skills of preservice physics teachers in laws of motion con-cepts. Keywords: factual knowledge, procedural knowledge, conceptual understanding, problem-solving skill, Jigsaw-4-problem-solving strategy
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    The Effect of Physical Activity on Students’ Academic Achievement amd Attitude in Some selected Secondary Schools in Lemi Kura Sub-City Administration, Addis Ababa.
    (Addis Ababa University, 2022-12) Asnaku Tadesse; Desta Gebeyehu
    This study was aimed to investigate effects of physical activities on students’ achievement and attitude towards learning, and the association between the two dependent variables. A total of 215 grade 10th students from two different schools found in Lemi Kura Sub City, Addis Ababa, Ethiopia were the participants of the study. The participant samples were selected from Andode and Bori secondary schools randomly and assigned as treatment and comparison groups. The treatment groups were exposed to multiple physical activities before the start of lessons whereas the comparison groups had learnt the selected subjects as a regular trends. A non-equivalent pretest post test qusi experimental research design was used in this study. Standardized achievement test which was composed of English, mathematics, and biology, and attitude questionnaire with a five point Liker scale instruments were used to data. After checking all the required assumptions for test statistics, an independent sample t-test and Pearson Correlations were employed to compare the mean difference on students’ attitude towards performing physical activities, achievement between groups and associations between students’ attitude with their academic achievement by the treatment group only. The analysis of an independent sample t-test result indicated that students who were exposed to multiple physical activities prior to their lesson scored the higher academic mean than those students who had learnt the same subjects without performing physical activities. Similarly, the analysis of Pearson correlation coefficient result showed that there was a positive, moderate and significant correlations between students’ attitude towards performing physical activities with their academic achievement. To conclude, exposing students with multiple physical activities prior, during and after the lesson helps to improve their academic achievement. In addition, the finding of this study revealed that students with positive attitude of physical activities can perform better in their academic achievement. Further study can be carried out to investigate the effect of physical activities on students’ achievement in terms of gender difference and the prediction of physical activities to academic achievement. Key Words: Achievement, Attitude, Physical Activities.