Options
Using journal writing as an alternative assessment in junior college mathematics classrooms
Author
Yeo, Shu Mei
Supervisor
Fan, Lianghuo
Abstract
This dissertation presents an empirical research, which is intended to examine the effects of using journal writing in the junior college mathematics classrooms and explore how journal writing as an alternative assessment can be effectively implemented in journal college mathematics classrooms. Fifty second year students in a junior college took part in the experiment which lasted thirteen weeks. Data were collected from two questionnaire surveys, students' journal entries, interviews with students and fieldnotes. Results drawn from the study reveal that, students' writing contained a vast information about their understanding, learning, and their attitude toward mathematics, feelings and feedback about their teachers' teaching. There is available evidence to support that students are highly positive towards journal writing.
The main conclusions are first, journal writing can be an effective way to increase teachers' understanding of students' learning in mathematics and students' attitude towards mathematics learning and teaching. Second, journal writing can provide a powerful way of communication between students and the teacher. Third, using journal writing can specially help teachers to reflect and improve their instructional programs. Finally, junior college students can accept journal writing in their learning of mathematics without much difficulty, therefore, teachers can implement journal writing as an alternative assessment in junior college mathematics classrooms.
The main conclusions are first, journal writing can be an effective way to increase teachers' understanding of students' learning in mathematics and students' attitude towards mathematics learning and teaching. Second, journal writing can provide a powerful way of communication between students and the teacher. Third, using journal writing can specially help teachers to reflect and improve their instructional programs. Finally, junior college students can accept journal writing in their learning of mathematics without much difficulty, therefore, teachers can implement journal writing as an alternative assessment in junior college mathematics classrooms.
Date Issued
2001
Call Number
QA14.S55 Yeo
Date Submitted
2001