Attitude Of Teachers Towards Use Of Mathematics Laboratory In Teaching Learning Process In High Schools

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1 Attitud Of Tachrs Towards Us Of Mathmatics Laboratory In Taching Larning Procss In High Schools Dr. Sangita R. Bihad Assistant Profssor, Shri Shivaji Collg of Education, Amravati Abstract: This papr xamind th ffct of instructional matrials and taching mthodology and high school mathmatics tachrs viw about us mathmatics laboratory achivmnt among high school studnts of Amravati division of Vidarbha. Dscriptiv survy rsarch dsign was adoptd, and th population for th study compriss 120 high school tachrs of Amravati. Simpl random sampling tchniqu was th sampling mthod usd to slct thirty scondary schools in ach ducational district from th four ducational districts in Maharashtra Stat. For th purpos of data collction thr rsarch instrumnts wr usd by th rsarchr, th instrumnts wr titld: Qustionnair on Effct of Instructional Matrials on Mathmatics Achivmnt, Qustionnair on Effct of Taching Mthodology on Mathmatics Achivmnt and rsarchr dvlopd attitud scal for us of Mathmatics laboratory in taching larning procss. Ths instrumnts wr slf-dvlopd qustionnairs. A rliability tst was conductd on th instrumnts using tst-rtst mthod, a rliability cofficint of 0.7 and 0.82 wr obtaind. In ordr to dtrmin th ffct of instructional matrials and taching mthodology on mathmatics achivmnt among high school tachrs. Stat thr rsarch qustions and four hypothss wr formulatd to guid th study. Th hypothss wr tstd at 0.01 lvl of significant using Chi-Squar statistics. Th rsults rvald that taching mthodology has significant ffct on mathmatics achivmnt among high school studnts.it was rcommndd that tachrs should larn how to improvis instructional matrials from th local nvironmnt instad of using forign matrials that studnts ar not familiar with. Tachr should larn how to us divrs mthodology in thir taching rathr than rstrict thmslvs to a particular mthod. Th valu of X 2 is and which is far mor than tachr us of mathmatics laboratory crat intrst among studnts. That s thy hav favorabl attitud towards us of mathmatics laboratory in cration of intrst in th subjct. Mor than 93% of tachrs agr about th us mathmatics laboratory to incras th intrst of studnts in mathmatics subjct. So us of mathmatics laboratory crat intrst in th subjct. Though it is not availabl in thir schools. Kywords: Attitud, Mathmatics Taching, Mathmatics Concpt, Mathmatics Laboratory. I. INTRODUCTION Mathmatics laboratory includs modls of gomtrical shaps or papr cutting, papr folding tchniqus, concrt objcts, charts, graphs, picturs, postrs, blocks gams, circl gam, fraction modl, gomtrical go sticks, masurmnt scals pattrn, sorting, thorm tc. Mathmatics lab is important spcial for studnts of class1 to class 12. Mathmatical gams and puzzls ar important for mntal dvlopmnt of studnts. Th activitis could b don individual by studnts or with tachrs. At this plac studnts do xprimnts with numbrs and gomtrical shaps and try to gnraliz pattrns. Studnts solv ral lif problms with ral data bcaus complx calculations ar no longr a major considration. Studnts mak charts and modls to illustrat mathmatical idas. Th crativity of studnt dvlopmnt is allowd fr play. Studnts find aras and volum of both rgular and irrgular solids. Intrfacs btwn algbra, gomtry, probability, calculus tc ar xprimntd. Studnts njoy larning mathmatics. Mathmatics has always occupid an important plac in school curriculum. Mathmatics Laboratory is a plac whr Pag 181

2 studnts can larn and xplor mathmatical concpts and vrify mathmatical facts and thorms through a varity of activitis using diffrnt matrials. Ths activitis may b carrid out by th tachr or th studnts to xplor, to larn, to stimulat intrst and dvlop favourabl attitud towards mathmatics. That is, a mathmatics laboratory is a plac whr w find a collction of gams, puzzls, taching aids and othr matrials for carrying out activitis. Ths ar mant to b usd both by th studnt by thir own and togthr with thir tachr to xplor th world of mathmatics, to discovr, to larn and to dvlop an intrst in mathmatics. Although mathmatics is not an xprimntal scinc in th way in which physics, chmistry and biology ar, a mathmatics laboratory can contribut grat to th larning of mathmatical concpts and skills. Nd and Purpos of Mathmatics Laboratory Som of th ways in which a Mathmatics Laboratory can contribut to th larning of th subjct ar: It provids an opportunity to studnts to undrstand and intrnaliz th basic mathmatical concpts through concrt objcts and situations. It nabls th studnts to vrify or discovr svral gomtrical proprtis and facts using modls or by papr cutting and folding tchniqus. It hlps th studnts to build intrst and confidnc in larning th subjct. Th laboratory provids opportunity to xhibit th rlatdnss of mathmatical concpts with vryday lif. It givs mor scop for individual participation. It ncourags studnts to bcom autonomous larnrs and allows a studnt to larn at his or hr own spac. It provids scop for gratr involvmnt of both th mind and th hand which facilitats cognition. Th laboratory allows and ncourags th studnts to think, discuss with ach othr and th tachr and assimilat th concpts in a mor ffctiv mannr. It nabls th tachr to dmonstrat, xplain and rinforc abstract mathmatical idas by using concrt objcts, modls, charts, graphs, picturs, postrs, tc. It widns th xprintial bas, and prpars th ground for latr larning of nw aras in mathmatics and of making appropriat connctions. In various puzzls and gams, th studnts larn th us of ruls and constraints and hav an opportunity to chang ths ruls and constraints. In this procss thy bcom awar of th rol that ruls and constraints play in mathmatical problms. Bcaus of th largr tim availabl individual to th studnt and opportunity to rpat an activity svral tims, studnts can rvis and rthink th problm and solution. This hlps to dvlop mta cognitiv abilitis. It builds up intrst and confidnc in th studnts in larning and doing mathmatics. Important, it allows varity in school mathmatics larning. Mathmatics Lab provids a conduciv ambinc for studnts to larn th subjct in a joyful mannr through practical activitis and intraction. Tachrs nd to pay attntion to both th transactional stratgis and valuation stratgis. Simpl xprimnts and projcts will lad to th dvlopmnt of diffrnt skills lik numrical, obsrvation, thinking, anatical and so on. Establishing a Mathmatics Lab dos not involv high cost. Improvisd aids using inxpnsiv matrial can b mad. OBJECTIVES OF THE STUDY Th study aimd at fulfilling th following objctivs: To dvlop th attitud scal towards us of mathmatics laboratory for high school tachrs. To find out th viws tachrs towards us of laboratory as slf larning tool at high school lvl. To find out th viws tachrs towards us of laboratory for cration of intrst of subjct To find out th viws of tachrs towards us of laboratory to all concpts of maths syllabus. To find out th viws tachrs towards us of laboratory lsson plan. HYPOTHESES Th following null hypothss wr formulatd by th abov objctivs: HO: 1 Thr is no significant diffrnc btwn tachr attitud towards us of mathmatics laboratory. HO: 2 Thr is no significant diffrnc btwn viws tachrs towards us of laboratory as slf larning tool at high school lvl. HO: 3 Thr is no significant diffrnc btwn viws tachrs towards us laboratory for cration of intrst of subjct HO: 4 Thr is no significant diffrnc btwn viws tachrs towards us of laboratory to tach all concpts of syllabus. HO: 5 Thr is no significant diffrnc btwn viws tachrs towards us of laboratory lsson plan. II. OPERATIONAL DEFINITIONS ATTITUDE: It is rfrrd as th tndncy to ract favourabl/ positiv or unfavorabl/ngativ towards us of mathmatics laboratory in taching larning procss. HIGH SCHOOL TEACHERS: Tachrs of aidd and grantd schools ar considrd for rsarch purpos taching to 8 th 9 th and 10 th class studnts of stat board school. MATHEMATICS: Mathmatics has th four fundamntal oprations of addition, subtraction, multiplication and division. Mathmatics subjct covrs th topics such as ral numbr systm, algbra, logarithms, gomtry, mnsuration, probability, graphs and statistics at scondary lvl. HIGH SCHOOL: Th high school consists of VIII, IX and X standard studnts Classss in th Educational systm. It was followd by scondary school syllabus. Th prsnt study on slctd grantd school tachrs. MATHEMATICS LABORATORY: Th Mathmatics Laboratory is a room, rich in manipulativ matrial, to which childrn hav rady accss to handl thm, prform Pag 182

3 mathmatical xprimnts, play mathmatical gams, solv mathmatical puzzls and bcom involvd in othr activitis through propr guidanc of tachr. III. RESEARCH DESIGN This rsarch was basical a survy approach with som orintation to xplorations of opinion finding thir roots and also to implmnt thm to actions. Thrfor, th prsnt rsarchr usd a mixd approach in ducational rsarch. SAMPLE This was Random sampl consisting of 120 High school mathmatics tachrs from diffrnt schools of Amravati division of Vidarbha. INSTRUMENT Th instrumnt was a Mathmatics Laboratory Qustionnair, which includd thirty fiv statmnts. Th Mathmatics Laboratory Qustionnair consistd of two parts: Part A sought information on school data: nam of school and stat, typ and location of school. Part B sought information on th xistnc and opration of mathmatics laboratoris in schools and viws of tachr rgarding us of mathmatics laboratory in taching larning procss. STATISTICAL USED: Th man, standard dviation and chi squar - tst wr usd for anazing th data. SOME OF STATEMENTS OF SCALE ARE AS Sr. STATEMENT S.A A U D S.D. No 1. Maths laboratory crat mor intrst in subjct. 2. Maths laboratory play vital rol in maths larning. 3. Maths laboratory is ssntial for slf larning of studnts. 4. Maths laboratory hlps in th compltion of maths syllabus. 5. Th quipmnts which ar usd in maths laboratory ar cost.. Maths laboratory is not usful for ach and vry concpt. 7. Dvlopmnt of Maths laboratory is xpnsiv. 0 (50%) 3 (30%) 12 (10%) (%) (%) 52 (43%) 52 (43%) (20%) 0 (50%) 1 (13%) 20 (17%) 12 (10%) 1 (13%) (%) Tabl 1 CREATE INTEREST Crat intrst SA A U D SD Obsrvd (f o f ) (f o f ) Tabl 2 1. X 2 = ( = = Df = 4 Th valu of X 2 is and which is far mor than tachrs us of mathmatics laboratory crat intrst among studnts. That s thy hav favorabl attitud towards us of mathmatics laboratory in cration of intrst in th subjct. Mor than 93% of tachrs agr about th us mathmatics laboratory to incras th intrst of studnts in mathmatics subjct. So us of mathmatics laboratory crat intrst in th subjct. Though it is not availabl in thir schools. SELF LEARNING Slf Larning: SA A U D SD Obsrvd Frquncy (f o) (f o f ) (f o f ) Tabl 3 X 2 = ( ) = = 5.32 Df = 4 Th valu of X 2 is 5.32 and which is far mor than (tabl valu). So According to viws of high school tachrs us of mathmatics laboratory is ssntial for slf larning of high school studnts. That s thy hav favorabl attitud towards us of mathmatics laboratory in cration of intrst in th subjct. Mor than 0% of tachrs agr about th us mathmatics laboratory as slf larning tool. LABORATORY IS NOT USEFUL FOR EACH CONCEPT Agr Agr Undcid d Obsrvd (f o f ) (f o f ) Tabl 4 X 2 = ( ) = = Th valu of X 2 is and which is far mor than tachrs us of mathmatics laboratory is not usful for ach and vry concpt of mathmatics curriculum. That s thy hav unfavorabl attitud towards us of mathmatics laboratory for ach and vry concpt of mathmatics. LESSON PREPARATION IS TIME CONSUMING Agr Agr Undci dd Obsrvd Pag 183

4 (f o f ) (f o f ) Tabl 5 X 2 = ( = Th valu of X 2 is and which is far mor than tachrs prparation of mathmatics lsson plans ar tim consuming. Thus prparation of mathmatical lsson plans nds mor practic than traditional lsson plans. Thus lab activity planning nds mor tim than th traditional way of taching. I HAVE PREPARED TEACHING AIDS TO PROVE THEOREM Agr Agr Undcid d Obsrvd (f o f ) (f o f ) X 2 = ( = 94.4 Tabl Th valu of X 2 is 94.4 and which is far mor than (tabl valu). So According to viws of high school tachrs prpard taching aids on for th proving th thorm. Thus tachr viw rgarding prparation of mathmatical tachings aids is much mor favorabl. CHALK AND BLACKBOARD ARE MORE USEFUL IN MATHEMATICS LABORATORY Agr Agr Undcid d Obsrvd (f o f ) (f o f ) X 2 = ( = Tabl 7 Th valu of X 2 is and which is far mor than (tabl valu). So According to viws of high school tachrs Chalk and Blackboard ar most usful in mathmatics taching larning. Thus Chalk and Blackboards ar usd by 92% of th high school tachr. DIFFERENT METHODS ARE USED TO TEACH MATHEMATICS Agr Undc Disa l Agr idd gr y Obsrvd (f o f ) (f o f ) Tabl 8 X 2 = ( ) = Th valu of X 2 is and which is far mor than tachrs Diffrnt mthods of taching ar most usful in mathmatics taching. Thus Mathmatics taching nds various skills and stratgis. Thus 98% tachrs ar favorabl in application of diffrnt taching mthods of mathmatics. IV. CONCLUSION Th rsults of this study lad us to an important conclusion that Mor than 93% of tachrs agr about th us mathmatics laboratory to incras th intrst of studnts in mathmatics subjct. So us of mathmatics laboratory crat intrst in th subjct. So According to viws of high school tachrs prpard taching aids on for th proving th thorm. Thus tachr viw rgarding prparation of mathmatical tachings aids is much mor favorabl. So tachrs attitud towards us of mathmatics laboratory is most favorabl. Policy makr should focus on issu of dvlopmnt of mathmatics laboratory at high school lvl in Maharashtra stat. REFERENCES [1] Bhattachrj, A. (2012). Social scinc rsarch: Principls, mthods, and practics. Opn Accss Txtbooks. Book 3. Rtrivd on from [2] Bandura, A. (1977). Social Larning Thory. Prntic- Hall, Englwood Cliffs, N.J. USA. [3] Bharat Singh (2010). Scinc Taching in Schools. Saurabh Publishing Hous, Nw Dlhi. [4] C.R. Kothari (). Rsarch Mthodology: Mthods and Tchniqus. Nw ag intrnational Publishrs, Nw Dlhi. [5] John W. Bst & Jams V.Kahn (23). Rsarch in Education. Parson Education, Inc., Nw Dlhi. [] Lipnvich, A. A., Maccann, C., Krumm, S., Burrus, J., & Robrts, R. D. (2011). Mathmatics attituds and mathmatics outcoms of U.S. and Blarusian middl school studnts. Journal of Educational Psychology, 103(1), doi: /a21949 Pag 184

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