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|Title:||The Teaching and Learning of Mathematics in Eighth Grade Classes in Thailand|
|Author(s):||Dhompongsa, Gullaya Taboonpong|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Abstract:||This study surveyed and analyzed data relating to classroom processes and student achievement in mathematics in Thailand. It also inquired into the relationships between such processes and achievement, and investigated the differences in instructional behaviors among teachers whose students demonstrated high learning gain and those whose students exhibited low learning gain. Furthermore, the study examined factors affecting student achievement in mathematics.
The study was conducted in Thailand in conjunction with the Second IEA International Mathematics Study. The sample, drawn through the use of the probability proportional to size (PPS) sampling procedure, consisted of 45 classrooms from 23 schools in 10 provinces, with two classes per school and a total of 1,910 eighth grade students. The data collected included students' pretest and posttest achievement, classroom processes reported by the teachers, and information on student home background, teacher characteristics and school conditions. These data were obtained through the administration of relevant tests and questionnaires.
Descriptive results regarding the ways the teachers provide instruction of ratio, proportion and percent were reported both verbally and graphically. Some of the more important findings obtained from the multivariate analyses are as follows: (1) student prior knowledge in mathematics and consistency of instruction contribute the most to student post-achievement variance. (2) The variables associated with high-gain teachers seem to be consistency of instruction, use of class time in explaining new content and in managing the classroom and emphasis on practice and drill more than on problem solving. (3) The variables associated to low-gain teachers seem to be the use of a variety of teaching techniques and the emphasis on problem solving more than on practice and drill. (4) Students' prior knowledge of mathematics appears to affect students' final achievement in mathematics directly and strongly, while the classroom process factors seem to have negligible effect on achievement. Other background factors show minimal indirect effect on achievement. Other background factors show minimal indirect effect on achievement, but home status and processes in the home strongly and directly affect student prior knowledge in mathematics, which, in turn, affect students' final achievement.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1984.
|Date Available in IDEALS:||2014-12-15|