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FAKULTI PENDIDIKAN TEKNIKAL

DAN VOKASIONAL

TUGASAN INDIVIDU

SEMESTER IISESI

2013/14

NAMA SUBJEKKAEDAH PENYELIDIKAN DALAM

PENDIDIKAN SEKOLAH RENDAH

KOD SUBJEK BBR34203

TAJUK ARTIKELExploring teacer !e"iation o# $%&'ect learning

(it I)T* A !%lti!e"ia approac

NAMA S.VICTORIA A/P SUBRAMANIAM

NO IC/ KAD MATRIK 810605086412 DB100228!

NAMA PENSYARAH PN.NOOR DIANA

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The Mathematics Educator

2004, Vol. 14, No. 2, 1726

I!pact o# +er$onali,ation o# Mate!atical -or" +ro&le!$ on

St%"ent +er#or!ance

Eric T. ate$ n"a R. -ie$t

S%!!ar an" re$earc )riti%e

This paper investiated a!out the impact o" personali#in mathematical $ord

pro!lems usin individual student interests on student pro!lem%solvin per"ormance.

The researcher mentioned that there are three reason that students have little success in

solvin $ord pro!lems cause o" limited e&perience $ith $ord pro!lems, lac' o"

motivation to solve $ord pro!lems and irrelevance o" $ord pro!lems to students(

lives. )everal researcher and educators credit that personali#ation o" $ord pro!lem $ith

positivel* in"luencin student a""ect such as interest and motivation. Most o" evidence

indicates that personali#in $ord pro!lems can !e an e""ective techni+ue in teachin and

understandin mathematical $ord pro!lems. ersonali#in instruction to student

e&periences and interests is one $a* to individuali#e instruction that ma* !e

important "or mathematics learnin. -n particular, it can enhance interest and motivation,

$hich are criticall* important "actors in teachin and learnin. evie$in the literatures

ave strenth to this research. esearcher stated man* related stud* to support his

research.

esearcher used "ourth%rade students as participants in this stud*. )ample included

42 students 22 !o*s and 20 irls. The results o" this stud* suest that students are no

more success"ul ans$erin $ord pro!lems $hen the $ord pro!lems are personali#ed and

re"lect their areas o" interest than $hen the pro!lems are ta'en ver!atim "rom a

mathematics te&t!oo'.

-n discussion part researcher stated clearl* a!out the result and ave reasona!le

"actors that a""ected in these stud*. The $ea'ness on this stud* $as researcher used pre

test and post test onl* to "indin the impact o" personali#ation o" mathematical $ord

pro!lems on student per"ormance. Even thouh this is +uantitative research !ut research

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recorded students comments as "ield notes. -n m* opinion, researcher can carr* out this

research in mi&ed method $hile usin intervie$ $ith students a!out the personali#ation

o" mathematical $ord pro!lems. -ts miht !e help to create the mathematical $ord

pro!lem.

Most studies that "ound positive results "or personali#ed pro!lems too' place at upper

elementar* or middle rades. -n this stud* researcher used "ourth rade student onl*.

Miht !e researcher can ta'e lo$er and upper elementar* student as a sample o" research.

/rom this sample researcher a!le to "ind the di""erence the impact o" personali#ation o"

mathematical $ord pro!lems on student per"ormance !et$een upper n lo$er elementar*

students.

/rom this stud*, it $as proven that personali#ation mathematical $ord pro!lem ain

students interest and increased student motivation.

- aree $ith the researcher(s implication "or "urther research. onitudinal research

should !e conducted on the impact o" personali#in mathematical $ord pro!lems. This

$ill help to "ind speci"ic result o" the impact o" personali#ation o" mathematical $ord

pro!lems on student per"ormance.