Abstract
Low motivations in mathematics prevent students from learning it meaningfully and experience the beauties of mathematics through problem solving in Malaysia and many other countries. This quasi- experimental study was conducted among foundation level students so as to determine the impact of implementation of Lesson Study on students’ motivation in mathematics and mathematics achievement as well as gender in a public university in Selangor, Malaysia. Seven mathematics lecturers, a physic lecturer and researcher formed a Lesson Study group. This group planned and designed five Research Lessons about the functions focusing on problem solving. A lecturer was chosen randomly to teach these lessons to his classes as experimental and control groups. In this study, mathematics motivation test (5-point Likert-type scale ranging from 1 (Not at all true) to 5 (Very true)) and lecturers developed tests were used to investigate the impact of Lesson Study on mathematics motivation and achievement. The data were analyzed by using independent t-test, ANOVA test, MANOVA test and non-parametric Kruskal-Wallis test. The results of this study showed that students in experimental group obtained better results in both motivation and achievement tests. Also, there is no statistically significant interaction between the effects of educational method and gender on mathematics achievement scores. Furthermore, the results showed that the level of motivation is different among groups by gender but there were no significant mean differences among groups in any of subscales.
Highlights
S to improve their abilities in mathematics learning and mathematics problem-solving
The findings of this research are discussed in four sections mathematics achievement, mathematics achievement by gender, mathematics motivation and mathematics motivation by gender
The results of this study show lesson study (LS) improved the abilities of students in problem-solving as well as their motivation in mathematics
Summary
S to improve their abilities in mathematics learning and mathematics problem-solving. About 51 percent of students had the highest level of intrinsic motivation towards mathematics. It is clear that this group of students faces some difficulties with small changes in mathematics exercises, and they fail to solve mathematics problems. They have apprehension, anxiety and low motivation in mathematics learning and problem-solving. Participating in class activities individually or in the form of teamwork helps students discover new methods of problem-solving skills in mathematics. This method helps them have a better perspective on their abilities in mathematics and improve their motivation in mathematics learning
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