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All Journal Journal of Education Method and Learning Strategy
Mirgank, Kislay Kishor
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Humanities Education Mathematics Social Sciences Other

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Exploring Mathematical Attitudes among Primary Teachers: A Comparative Study in Selected District, India Mirgank, Kislay Kishor; Kalhotra, Satish Kumar
Journal of Education Method and Learning Strategy Том 2 № 03 (2024): Journal of Education Method and Learning Strategy
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jemls.v2i03.913

Abstract

This quantitative study will investigate the mathematical attitudes of primary teachers in Gaya District, Bihar, India, with the aim of understanding how demographic factors will influence these attitudes. By utilizing a modified version of Moreira C.M.'s (1992) Attitude towards Mathematics Inventory, the research has assess teachers' understanding, confidence, and pedagogical approaches in teaching mathematics. Data on gender, location, caste background, qualification, and teaching experiences will be collected through a structured questionnaire. A stratified random sampling technique has ensured representation across demographics, with a targeted sample size of at least 200 primary teachers. Statistical analyses, including t-tests and ANOVA, will be employed to examine the hypotheses regarding gender, location, caste background, qualification, and teaching experiences. The findings are expected to provide valuable insights into the factors shaping mathematical attitudes among primary teachers in a diverse educational context like Bihar, India, contributing to the ongoing educational reforms in the region.
Dynamics of Mathematical Attitude and Academic Motivation: Insights from School Students Mirgank, Kislay Kishor; Kalhotra, Satish Kumar
Journal of Education Method and Learning Strategy Том 3 № 01 (2025): Journal of Education Method and Learning Strategy
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jemls.v3i01.1093

Abstract

This study delves into the intricate relationship between mathematical attitude and academic motivation among secondary school students, aiming to provide insights crucial for educational practitioners and policymakers. Through a descriptive cum survey method, 100 7th-grade students from Jiya Lal High School in Barauni, Bihar, were meticulously selected, ensuring diversity across genders and geographic locations. Researchers assessed students' attitudes and motivations using the Attitudes Towards Mathematics and Academic Motivation Scales. Statistical analyses revealed no significant differences based on gender or location, suggesting the influence of other factors. Moreover, the lack of correlation between mathematical attitude and academic motivation underscores their independent nature. Interaction effects of gender and location on these constructs were negligible, indicating the dominance of other variables. This study highlights the need for nuanced interventions, focusing on socioeconomic status, cultural background, and educational experiences rather than demographic factors alone. Embracing a holistic approach in educational support systems, including counselling services and culturally responsive teaching practices, is crucial for fostering positive academic attitudes and motivations among students. This research enhances educational practices and interventions tailored to diverse student populations, ultimately promoting academic success in mathematics and beyond.
Co-Authors Kalhotra, Satish Kumar