Creating Context for Engagement in Mathematics Classroom Task
Abstract
This study explores the associations between mathematics teachers' presentation of classroom tasks and students' subsequent engagement in those tasks. Data were obtained from 200 randomly selected grade ten students in Ghion Secondary School (Bahir Dar town). Index of students’ self-report of task engagement in mathematics was measured by employing student engagement scale. Chi -square test suggested that the degree to which the teacher presents the task as likely to be interesting, challenging, or worthwhile as a whole made no difference, one way or the other, to affect student engagement in classroom tasks. The educational implications that help to promote effective classroom learning are forwarded.
Downloads
Download data is not yet available.
References
Adane, T. and Dawit, M. (2000). Homework: Its Contribution to Students Achievement and Teachers' Classroom Practice. The Ethiopian Journal of Education, xx ( 2), 49-71. Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice- Hall. Brophy, J. Hakim, R., Mary, R., and Michael, G. (1983). Relationships between Teachers' Presentations of Classroom Tasks and Students' Engagement in Those Tasks. Journal of Educational Psychology, 75, 544-555.
Brophy, J., (1986). On Motivating Students. East Lansing, MI: Institute for Research on Teaching. Brophy, J. and Good, T. (1974). Teacher- Student Relationships: Causes and Consequences. New York: Holt, Rinehart and Winston. Butler, R., and Neuman, O. (1995). Effects of Task and Ego Achievement Goals on Help - seeking Behaviors and Attitudes. Journal of Educational Psychology, 87(2), 261 - 271. Carr, M. (1996). Metacognitive, Motivational, and Social Influences on Mathematics Strategy Use. In M. Carr (Ed.), Motivation in Mathematics. Cresskill, NJ: Hampton. Cooper, H. (1979). Pygmalion grows up: A Model for Teacher Expectation, Communication and Performance Influence. Review of Educational Research, 49,389-410. Deci, E., Nezlek, J., and Sheinman, L. (1981). Characteristics of the Rewarder and Intrinsic Motivation of the Rewardee. Journal of Personality and Social Psychology, 40, 1-10. Doyle, W. (1986). Classroom Organization and Management. In M.C. Wittrock (Ed.). Handbook of Research on Teaching. New York: Macmillan. Fisher, C., et al (1978). Teaching Behaviors, Academic Learning Time, and Student Achievement: Final Report of Phase III- b, Beginning Teacher Evaluation Study. San Francisco: Far West Laboratory for Educational Research and Development. Good, T. and Brophy, J. (1978). Looking in Classrooms (2nd Ed.) New York: Harper and Row.
Good, T. and Brophy, J. (1980). Educational Psychology: A Realistic Approach. New York: Holt, Rinehart and Winston. Krlglanski, A. (1978). Endogenous Attribution and Intrinsic Motivation. In Lepper, M. and Greene, D. (Eds.). The Hidden Costs of Reward: New Perspectives on the Psychology of Human Motivation. Hrll -Dale, N.J. Erlbanm. Lampert, M. (1990). When the Problem is not the Question and the Solution is not the Answer: Mathematical Knowing and Teaching. American Educational Research Journal, 27, 29-63. Meyer, W. et al (1979). The Informational Value of Evaluative Behavior: Influences of Praise and Blame on Perceptions of Ability. Journal of Educational Psychology, 71,259-268. National Assessment of Educational Progress (NAEP, 1988). The Mathematics Report Card: Are We Measuring up? Princeton, NJ: Educational Testing Service. Nicholls, J., and Thorkildsen, T. (1987). Achievement Goals and Beliefs: Individual and Classroom Differences. Charlottesville, VA. National Center for Educational Statistics (1984). High school and Beyond: A National Longitudinal Study for the 1988. Washington DC: U.S. Government Printing Office. National Council of Teacher of Mathematics (NCTM, 1989). Curriculum and Evaluation Standards for School Mathematics. Reston, VA: Author.
New Education and Training Policy (NETP, 1994). NETP of Ethiopia on Curriculum in Prospect. Unpublished, Addis Ababa. Ethiopia Prawat, R. and Anderson, R. (1994). The Affective Experiences of Children During Mathematics. Journal of Mathematical Behavior, 13,201- 222. Rosenthal, R. and Jocobson, L. (1968). Pygmalion in the Classroom: Teacher Expectation and Pupils Intellectual Development. New York: Holt, Rinehart, and Winston. Shaw, M. and Wright, J. (1967). Scales of the Measurement of Attitudes. New York: McGraw - Hill. Skinner, E. and Belmont M. (1993). Motivation in the Classroom: Reciprocal Effects of Teacher Behavior and Students Engagement Across the School Year. Journal of Educational Psychology, 85, 571- 581. Stanley, J. and Benbow, C. (1986). Youths Who Reason Exceptionally Well in Mathematics. In R. Sternberg and E, Davidson (ed.), Conceptions of Giftedness. Cambridge, England: Ambridge University. Stipek, D. (1993). Motivation to Learn: From Theory to Practice (2nd ed.). Boston: Allyn and Bacon.
Brophy, J., (1986). On Motivating Students. East Lansing, MI: Institute for Research on Teaching. Brophy, J. and Good, T. (1974). Teacher- Student Relationships: Causes and Consequences. New York: Holt, Rinehart and Winston. Butler, R., and Neuman, O. (1995). Effects of Task and Ego Achievement Goals on Help - seeking Behaviors and Attitudes. Journal of Educational Psychology, 87(2), 261 - 271. Carr, M. (1996). Metacognitive, Motivational, and Social Influences on Mathematics Strategy Use. In M. Carr (Ed.), Motivation in Mathematics. Cresskill, NJ: Hampton. Cooper, H. (1979). Pygmalion grows up: A Model for Teacher Expectation, Communication and Performance Influence. Review of Educational Research, 49,389-410. Deci, E., Nezlek, J., and Sheinman, L. (1981). Characteristics of the Rewarder and Intrinsic Motivation of the Rewardee. Journal of Personality and Social Psychology, 40, 1-10. Doyle, W. (1986). Classroom Organization and Management. In M.C. Wittrock (Ed.). Handbook of Research on Teaching. New York: Macmillan. Fisher, C., et al (1978). Teaching Behaviors, Academic Learning Time, and Student Achievement: Final Report of Phase III- b, Beginning Teacher Evaluation Study. San Francisco: Far West Laboratory for Educational Research and Development. Good, T. and Brophy, J. (1978). Looking in Classrooms (2nd Ed.) New York: Harper and Row.
Good, T. and Brophy, J. (1980). Educational Psychology: A Realistic Approach. New York: Holt, Rinehart and Winston. Krlglanski, A. (1978). Endogenous Attribution and Intrinsic Motivation. In Lepper, M. and Greene, D. (Eds.). The Hidden Costs of Reward: New Perspectives on the Psychology of Human Motivation. Hrll -Dale, N.J. Erlbanm. Lampert, M. (1990). When the Problem is not the Question and the Solution is not the Answer: Mathematical Knowing and Teaching. American Educational Research Journal, 27, 29-63. Meyer, W. et al (1979). The Informational Value of Evaluative Behavior: Influences of Praise and Blame on Perceptions of Ability. Journal of Educational Psychology, 71,259-268. National Assessment of Educational Progress (NAEP, 1988). The Mathematics Report Card: Are We Measuring up? Princeton, NJ: Educational Testing Service. Nicholls, J., and Thorkildsen, T. (1987). Achievement Goals and Beliefs: Individual and Classroom Differences. Charlottesville, VA. National Center for Educational Statistics (1984). High school and Beyond: A National Longitudinal Study for the 1988. Washington DC: U.S. Government Printing Office. National Council of Teacher of Mathematics (NCTM, 1989). Curriculum and Evaluation Standards for School Mathematics. Reston, VA: Author.
New Education and Training Policy (NETP, 1994). NETP of Ethiopia on Curriculum in Prospect. Unpublished, Addis Ababa. Ethiopia Prawat, R. and Anderson, R. (1994). The Affective Experiences of Children During Mathematics. Journal of Mathematical Behavior, 13,201- 222. Rosenthal, R. and Jocobson, L. (1968). Pygmalion in the Classroom: Teacher Expectation and Pupils Intellectual Development. New York: Holt, Rinehart, and Winston. Shaw, M. and Wright, J. (1967). Scales of the Measurement of Attitudes. New York: McGraw - Hill. Skinner, E. and Belmont M. (1993). Motivation in the Classroom: Reciprocal Effects of Teacher Behavior and Students Engagement Across the School Year. Journal of Educational Psychology, 85, 571- 581. Stanley, J. and Benbow, C. (1986). Youths Who Reason Exceptionally Well in Mathematics. In R. Sternberg and E, Davidson (ed.), Conceptions of Giftedness. Cambridge, England: Ambridge University. Stipek, D. (1993). Motivation to Learn: From Theory to Practice (2nd ed.). Boston: Allyn and Bacon.
Published
2006-06-01
Section
Articles