To show this, “Can homework cause depression? Yes, if a pupil is inundated with too much homework their life balance is thrown out of all proportion” (Factual Facts). This can help one understand that a large amount of homework can be too much for a student’s mental state. This may also give insight that teachers should be more considerate of the student’s mental health and give less homework. A good point is “Young children nowadays are burdened by too much homework that stresses them.
An individual may have developed a particular attitude toward some aspect of mathematics which affects her or his performance (e.g., a student may greatly dislike problems involving percents). At the same time, a particular mathematics task may give rise to an unanticipated emotion (e.g., frustration may set in when a student finds that he or she has made little progress toward solving a problem after working diligently on it for a considerable amount of time). The point is that an individual's performance on a mathematics task is very much influenced by a host of affective factors, at times to the point of dominating the individual's thinking and actions (Lester, F.,
In the consequence, they were unable to keep up with what have been taught during class and results in cheating when exams. a. Specific Detail (2 Marks) According to Desalegn and Berhan (2014), there are 25.7% of students reportedly cheating due to unprepared for exams. b. Specific Detail (2 Marks) Students who have good memories will be able to memorise and excel in exams whereas those students who are weak or reluctant to do complete preparation before exams will resort cheating as a way to pass their
(2010) states that while there are some positive attributes to standardised testing such as improving test scores, encouraging higher-level thinking and providing feedback to students, there are also a number of negative effects. These negative effects involve narrowing of the curriculum so that the focus is mainly on test content causing teachers assessments to become more summative rather than formative, incresed stress and anxiety on students and incresed dropout rates amoung lower achieving students. While this form of ‘achievement’ test can have very negative effects on students in lower secondary education, Moss (2012) suggests that older students in secondary education respond positively to summative assessments as they are able to learn during the assessment process and they also find the work motivating. It appears that the main issue with standarised testing lies within lower secondary education and the impact it has on students not just within the classroom and nationally but also
Scientists studied the results of two groups of students taking the same test; one group suffered exam anxiety while the other group did not2. As a result the group, which suffered from exam anxiety, had poorer results, perhaps because the fear they had of failing the exam caused them to think illogically. The thoughts of failing were stronger than the actual focus on the exam. Other examples linked to anxiety are the fact that many celebrities suffer from anxiety due to the stressful life they live. The famous singer LeAnn Rimes has been suffering from anxiety for years and just recently started treatment3.
The discipline of mathematics is a difficult learning site with the potential to trigger distressed emotional states or dread in those students who cannot comprehend its concepts or to use it to solve problems. (Ashcraft & Faust, 1994). A background in mathematics is necessary for many career opportunities in an increasingly technological society but academically capable students are often restricted by fear of mathematics. This leads to discontinuation of mathematical training and education. (Meece, Wigfield & Eccles, 1990, p. 60) This fear of mathematics, initially termed mathemaphobia or mathophobia, is currently termed mathematical anxiety.
Some students might find it as a difficult task, terrifying, and even would start feeling uneasy about it for they are aware that the whole class is watching. Ying Zheng (2008:1) stated that a traumatic experience was occurred to many language learners in learning second or foreign language. As cited in Yin Zheng (2008), Worde (1998) mentioned that one third to one half of students examined reported experiencing debilitating levels of language anxiety. This kind of anxiety is known as Foreign Language Anxiety (FLA). Tóth (2010:8) stated that FLA is a situation-specific anxiety wherein it occurs when someone is, for instance taking a test or having to speak in public, or as in this case, learning process.
My inquisitiveness leads my interest in investigating if there is a correlation between constructivism (active learning) and students’ performance in mathematics at the middle school level. I want to know if the gap in students’ mathematical skills at the high school level is attributed to the teaching strategies at the lower level. There is a tremendous need to improve students’ performance in mathematics. Many teachers are incapable of adaptation and are non-compliant with
Introduction As we step on the path of the new millennium, mathematics has become more absolutely necessary in modern society. Yet, it is discouraging to note that Filipinos experience not only an aversion but a phobia on subject (Brent, 1992). Most students consider mathematics extremely difficult subject to learn. Math phobia affects a student's attitude towards the subject. Also, a prime reason for poor performance may be fear and anxiety students have towards math.
Mathematics is highly important to development of the human mind. It enables a person to acquire skills in creativity, logic and systematic and methodical thinking, and allows one to carefully and thoroughly analyze various problems (The Ministry of Education, 2008). There are some problems in teaching and learning mathematics. Two main causes of these problems are a variety of students’ abilities and the quality of teaching techniques. As a result, students have poor learning achievement and have negative attitude towards mathematics (Suriyan Tumaram, personal communication, August 18, 2014).