Abstract
This study (quantitative-qualitative) focused especially on the extent to which (a combination of facets of) emotional intelligence (EI) and study orientation predict(s) the mathematics achievement of middle-adolescents, and also compared the performance of the different gender and grade groups (represented in this study). Altogether 435 learners in Grade 9 and Grade 11 from the three English medium high schools in the Mafikeng region took part in the study. The quantitative component of the study comprised the implementation of two standardised questionnaires: an EI questionnaire, the Bar-On EQ-i:YVTM, and the study orientation questionnaire in mathematics (SOM). The qualitative technique implemented in the study was focus group interviews. The results indicated that a combination of the facets of emotional intelligence and the dimensions of study orientation could be considered potential predictors of the middle adolescent’s mathematics achievement. The following EI components also emerged from the results as predictors of mathematics achievement: general mood, adaptability and intrapersonal behaviour. The following SOM dimensions were predictors of mathematics achievement: problem-solving behaviour, study habits, information processing and mathematics anxiety. Themes that emerged from the qualitative aspect of this study as potential contributors to learners’ inadequate mathematics achievement refer specifically to challenges in South Africa at the macro level: mainly the input of the national government (and by default the Department of Education); on meso level: mainly factors related to the school and family; and on micro level: personality factors of the learner The following themes manifested in both the qualitative and quantitative results during the process of triangulation: gender, study habits, role of emotions, the relationship between problem-solving, discipline and classroom management; and the role of stress and maths anxiety in the maths achievement of the middle adolescent.
Highlights
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Leerders is gevra om ’n emosionele intelligensie (EI)-vraelys, naamlik die Bar-On Emotional Quotient Inventory: Youth Version (EQ-i):YVTM en die studie-oriëntasievraelys in wiskunde (SOW) te voltooi, terwyl die kwalitatiewe tegniek wat in hierdie studie geïmplementeer is, fokusgroeponderhoude was
The quantitative component of the study comprised the implementation of two standardised questionnaires: an EI questionnaire, the Bar-On EQ-i:YVTM, and the study orientation questionnaire in mathematics (SOM)
Summary
Navorsing het onder meer aangetoon dat wiskundeprestasie op skool een van die beste voorspellers van sukses http://www.satnt.ac.za doi:10.4102/satnt.v32i1.418. Op tersiêre vlak is en dat daar ’n statisties betekenisvolle verband bestaan tussen wiskundeprestasie en aspekte van studie-oriëntasie in wiskunde (insluitende studiegewoontes, wiskundeangs, houding jeens wiskunde, effektiewe tydsbestuur, ouerverwagting, asook leerders se sosiale en ervaringswêreld in wiskunde) (Maree 2009; Leppävirta 2011). Oor die afgelope 20 jaar fokus navorsers op, onder meer, die invloed van sosiale, kognitiewe en metakognitiewe, konatiewe en affektiewe fasette van prestasie in wiskunde (Van der Walt 2008; Pintrich 2002). Die hoofdoel met die studie was om die verband tussen emosionele intelligensie en studieoriëntasie in wiskunde as moontlike voorspellers van die wiskundeprestasie van die middel-adolessent te bepaal
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