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All Journal International Journal of Evaluation and Research in Education (IJERE)
Ivee Kalalo Guce
De La Salle Lipa
Education

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The Role of Journal Writing in Senior High School Students’ Attitude toward Mathematics Ivee Kalalo Guce
International Journal of Evaluation and Research in Education (IJERE) Vol 7, No 2: June 2018
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (307.821 KB) | DOI: 10.11591/ijere.v7i2.13054

Abstract

The study investigated the influence of journal writing on the senior high school students’ attitude toward mathematics. A mixed-method approach, particularly the convergent parallel design, was used in this study. Using Scale on Attitude Toward Mathematics (SATM) (Guce & Talens, 2013), the students’ attitude toward the subject was measured in four subscales—liking or disliking mathematics, tendency to engage in or avoid mathematical activities, belief that one is good or bad in mathematics and belief that mathematics is useful or useless. Using focus group discussion, the insights of the students on journal writing as a mathematics class activity were gathered. Results using quantitative data revealed positive significant differences in the attitude of the respondents in terms of (i) liking mathematics and (ii) having the tendency to engage in mathematical activities. This aligned with the result in the focus group discussion which suggested that students perceive journal writing as a helpful tool for them to enjoy mathematics and engage in it. The activity, thus, may be regarded as a means to improve students’ attitude toward mathematics.
Investigating College Students’ Views on Mathematics Learning Through Reflective Journal Writing Ivee Kalalo Guce
International Journal of Evaluation and Research in Education (IJERE) Vol 6, No 1: March 2017
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (384.93 KB) | DOI: 10.11591/ijere.v6i1.6345

Abstract

The study on reflective journal writing (RJW) and its benefits as assessed by the teachers has long been an inclination in mathematics education. However, little research has been done to explore the feelings of students towards RJW and how such has an effect on their mathematics learning. This study aimed to describe the feelings of the students about RJW. Being a qualitative type of research study, data were acquired through focus group discussion and were analyzed using axial coding. Results revealed that RJW (i) provided opportunities for the students to construct meaning and express personal views and ideas; (ii) built a connection between the teacher and the students; (iii) through the use of prompts, allowed the students to relate mathematics to real-life facts improving their understanding of the subject; (iv) helped the students build association of ideas using their prior knowledge and experiences; and (v) enabled the students to develop self-awareness. The findings suggest that when students are engaged in reflective writing experiences which explicitly promote meaning-making or self-questioning, teachers create an opportunity for them to see how the process of writing can enrich their mathematical learning.
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