Mathematical habits of mind in solving non-routine problems and academic performance of Grade 9 students

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Author: Encio, Kim Jay E.

Accession Number: 1595T

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Copyright Year: 2015

Abstract:

This descriptive correlational study aimed to determine the levels of matheamtical habits of mind (MHoM) and the components of mathematical habits of mind in solving non-routine problems that predict academic performance of Grade 9 high school students. It also aimed to determine the strength of relationships among the the different components of MHoM. The respondents of this study are the 120 grade 9 students who came private all-boys schools, public coed school, and private coed school. The researcher instrument used in this study is The Mathematical Habits of Mind Instruments (Encio, 2014) which is divided into two parts: (1) Non-routine Problem Solving Instrument, and (2) Reflecting and Self-checking of Learning Instrument. Part One (1) is a researcher-made test containing seven (7) non-routine problems which evaluated the respondents' habits of searching for patterns, linking ideas and representation, reasoning deductively and through experiments, solving problems in many ways. Part Two (2), a checklist containing (25) item-indicators, was used to measure the habit on reflecting and self-checking of learning. Descriptive data analyses made use of the mean, standard deviation while for inferential data analyses, One-Way ANOVA, Pearson"s r and multiple regression analysis (using stepwise method) were used. Significance level is set at 0.05. The findings reveal that respondents have "satisfactorily developed" mathematical habit of mind (MHoM) as a whole. Respondents have "Satisfactorily-developed" MHoM in terms of the habits of searching for patterns, linking ideas and representation and reasoning deductively and through experiments. The respondents have "Strongly-developed" MHoM in terms of the habit of reflecting and self-checking of learning while they have "Slightly-developed" level in terms of the habit of solving problems in many ways. The respondents have "satisfactorily-developed" level in terms of the habits of searching for patterns , linking ideas an d representation, and reasoning deductively and through experiments. Respondents have "slightly developed" habits of mind in terms of the habit solving problems in many ways while they have "Stronglu developed" level in terms of the habit of reflecting and self-checking of learning. Private coed school respondents have highest MHoM while respondents from all-boys-school have the lowest MHoM. Respondents are strongest in terms of the habit of reflecting and self-checking of learning while they are weakest in terms of the habit of solving problems in many ways. The respondents have at least "slightly developed" level in each of the components of MHoM when categorized according to school type. The respondents are comparable in terms of the habits on searching for patterns, linking ideas and representation, reasoning deductively and through experiments, solving problems in many ways, reflecting and self-checking of learning when grouped according to school type. Private coed schools and public coed schools respondents have significantly higher ability to solve problems in many ways compared with private all- boys school students. Each of the five components of MHoM is all significantly and positively related to one another. The components of WHoM that are significant predictors of academic performance are the habits of searching for patterns and reflecting and self-checking of learning. Teachers are recommended to incorporate cooperative learning strategies for students to present their own solution, argue, compare and contrasts their processes and teacher ought to encourage students to solve problems in more than one way.


Keywords: teaching mathematics

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