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首页> 外文期刊>Journal of Education and Practice >Attitude of Students Toward the Study of Mathematics in Odoben Senior High School, Ghana: Implications for Curriculum Implementation
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Attitude of Students Toward the Study of Mathematics in Odoben Senior High School, Ghana: Implications for Curriculum Implementation

机译：加纳奥多本高中学生对数学学习的态度：对课程实施的启示

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摘要

The purpose of the study was to investigate the poor attitude of students of Odoben Senior High School toward the study of mathematics and its implications for curriculum implementation. Specifically, the study investigated the factors that influenced students’ poor attitude toward the study of mathematics, its effects on students’ academic performance in mathematics. The study adopted the descriptive design with a population of 500 students and six teachers. The simple random sampling technique was used to select 10 students while six mathematics teachers were purposively sampled. A semi-structured questionnaire was used to collect data which was analysed thematically. The findings revealed that most students of the school had poor attitudes toward the study of mathematics because of teachers’ failure to break mathematical concepts into their simplest forms for easy understanding, absenteeism of students in mathematics lessons, behavioural characteristic acquired through socialization in the school environment and lack of both qualified mathematics teachers and teaching and learning resources for the smooth implementation of the mathematics curriculum. The major effect was poor academic performance of students in mathematics. Based on the findings of the study, recommendations are made for teachers, parents and GES on how best to ensure that students adopt positive attitudes toward the study of mathematics.
机译：这项研究的目的是调查Odoben高中学生对数学研究的不良态度及其对课程实施的影响。具体来说，该研究调查了影响学生对数学学习态度不良的因素，以及这些因素对学生数学学习成绩的影响。该研究采用了描述性设计，共有500名学生和6名老师。简单随机抽样技术用于选择10名学生，同时有目的地对6名数学老师进行了抽样。使用半结构化问卷收集数据，并进行专题分析。调查结果表明，由于教师未能将数学概念分解为易于理解的最简单形式，数学课的学生缺勤，在学校环境中通过社会化获得的行为特征，大多数学校学生对数学的学习态度较差。缺乏合格的数学老师和教学资源，无法顺利实施数学课程。主要的影响是数学学生的学习成绩差。根据研究的结果，就如何最好地确保学生对数学研究采取积极态度向教师，家长和GES提出了建议。

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