書誌事項
- タイトル別名
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- An International Comparative Analysis of the Relationships between Lecture Styles, Students' Attitudes toward and Their Scores in Mathematics in TIMSS 2003
- TIMSS 2003 ニ オケル スウガク ノ ジュギョウ ト セイト ノ タイド トクテン ノ カンケイ ノ コクサイ ヒカク
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This study is an analysis of the Third International Mathematics and Science Study (TIMSS) 2003. The study utilized data derived from the mathematics performance of eighth grade students; further, a questionnaire survey was also conducted. We conducted structural equation modeling to examine both the direct and indirect relationships between activities during lectures at school and students' scores. The results revealed that lectures that related the course content in mathematics to the students' daily lives did not affect their scores; at the same time, they improved the students' motivation to learn. On the other hand, lectures that require students to work on their problems independently, without guidance from teachers, enhanced the students' self-concept and affected their performance. In addition, we conducted a cluster analysis in order to perform a countrywise classification of both the students' scores and their attitudes toward mathematics. Finally, we found that the groups that took longer time to relate the content of the mathematics lectures to their daily lives obtained lower scores. The study concludes that teachers should use both lecture styles in a balanced manner in order to motivate students to learn mathematics and help them to improve their performance.
収録刊行物
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- 科学教育研究
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科学教育研究 32 (3), 186-195, 2008
一般社団法人 日本科学教育学会
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詳細情報 詳細情報について
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- CRID
- 1390282680727974784
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- NII論文ID
- 110007026982
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- NII書誌ID
- AN00036978
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- ISSN
- 21885338
- 03864553
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- NDL書誌ID
- 9767358
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- 本文言語コード
- ja
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- データソース種別
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- JaLC
- NDL
- CiNii Articles
- KAKEN
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- 抄録ライセンスフラグ
- 使用不可