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The effect of teachers' positive behaviour on mathematics achievement and attitude of secondary one pupils
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Type
Thesis
Author
Chua, Kwee Gek
Supervisor
Soh, Kay Cheng
Abstract
This study was designed to investigate the effect of affective and cognitive aspects of teachers' positive behaviour on pupils' Mathematics achievement and attitude. Six classes comprising 180 seventh-grade pupils were randomly assigned to one of the three treatment conditions over a duration of seven weeks. Two classes received the affective aspect of teacher's positive behaviour. Two others received the cognitive aspect of teacher's positive behaviour while the remaining two classes, the control group received no treatment. Experimental measures consisted of performance scores on Mathematics Achievement Test (MAT) and the results of questionnaire ratings on Mathematics Attitude Scale (MAS). The results confirmed a significant effect of teachers' positive behaviour on Mathematics achievement. No significant group differences in Mathematics attitude were reflected in the posttest MAS ratings. There was a weak positive correlation between pupils' Mathematics achievement and attitude. However, no significant predominant causal relationship between Mathematics achievement and attitude was indicated.
Date Issued
1990
Call Number
QA11 Chu
Date Submitted
1990