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STUDENTS' PERCEPTION OF MATHEMATICS AS CORRELATE OF ACHIEVEMENT IN SECONDARY SCHOOL PHYSICS
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This study investigated the perception of students in knowledge of Mathematics as correlate to academic achievement in Physics. A descriptive survey research design was adopted for this study. Four hundred and eighty (480) Physics students were randomly selected from ten secondary schools across two local governments (five schools from Ibadan North and five schools from Ibadan South West Local Government) out of eleven local governments in Ibadan. Four research questions guided the study. A structured questionnaire (r = 0.72) and Physics achievement test (r = 0.77) were instruments used in data collection. Descriptive statistics, Pearson Moment Correlation and regression analysis were used to analyze the data. The results showed that students were of the opinion that Mathematics is needed for good performance in Physics. Also, a positive correlation was obtained between the opinion of students and achievement in Physics; all the variables of students' opinion contributed to the total variance and the overall contribution was 0.8%. The influence of the knowledge of Mathematics on performance in Physics made significant contribution while study habit, extra lesson and availability of text books made no significant contribution to students' achievement in Physics. These accounted for the low percentage contribution. This implies that other factors which were not investigated in this study accounted for the remaining 99.2%. Therefore, students that wish to study Physics or other science subject must have adequate knowledge of Mathematics.
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This study investigated the epistemological beliefs of physics and mathematics held by a group of college students in Taiwan, and explored how they interpret the relationship between the two disciplines. Participants' beliefs were examined via open-ended questionnaires and semi-structured interviews. This study also conducted a historical review of the interrelationship between physics and mathematics and took experts' beliefs of physics and mathematics into account in order to establish a reference base for interpreting the participating college students' beliefs. The findings indicated that these college students held moderate epistemological beliefs about physics and mathematics in some sense, but lacked critical thinking in how to deal with potential conflicts among several issues. They were ignorant of social and cultural factors, and disregarded the role of philosophical beliefs, showed insufficient knowledge about the role of creativity and imagination, and lacked a realization of organic interactions between physics and mathematics. It was further revealed that beliefs about mathematics may play a role in students' tendencies toward learning physics. Having interdisciplinary experiences in physics and mathematics could not only help students develop sophisticated understandings of the dynamic nature of physics and mathematics, but could also encourage them to understand the two related subjects in a meaningful way. Considering that beliefs are culturally bound, it is essential for future research to focus on diverse settings and cultural backgrounds by means of an integrated methodology to identify students' epistemological beliefs of physics and mathematics.
The purpose of the study is to determine the relation between interest at Physics and knowledge of Mathematics basic concepts with the ability to solve Physics problems. The populations are all students in the 7th grade at the junior high school in Ambon, Maluku, Indonesia. The used sample schools are Junior High Schools 8, 9, and 10 during 2013/2014 academic year with 44 students per school. Two independent variables and one dependent variable are studied. The independent variables are the interest at Physics (X1) and the knowledge of Mathematics basic concepts (X2), while the dependent variable is the ability to solve Physics problems (Y). Data collection technique for X1 is an interview with questionnaire instrument, while for the X2 and Y is using the test technique with test items instrument. The obtained data from the measurements were analyzed with descriptive analysis and inferential analysis. The results show that there is a positive relation between interest at Physics and knowledge of Mathematics basic concepts with students’ ability to solve Physics problems.
There have been many investigations into the factors that underlie variations in individual student performance in college physics courses. Numerous studies report a positive correlation between students' mathematical skills and their exam grades in college physics. However, few studies have examined students' learning gain resulting from physics instruction, particularly with regard to qualitative, conceptual understanding. We report on the results of our investigation into some of the factors, including mathematical skill, that might be associated with variations in students' ability to achieve conceptual learning gains in a physics course that employs interactive-engagement methods. It was found that students' normalized learning gains are not significantly correlated with their pretest scores on a physics concept test. In contrast, in three of the four sample populations studied it was found that there is a significant correlation between normalized learning gain and students' preinstruction mathematics skill. In two of the samples, both males and females independently exhibited the correlation between learning gain and mathematics skill. These results suggest that students' initial level of physics concept knowledge might be largely unrelated to their ability to make learning gains in an interactive-engagement course; students' preinstruction algebra skills might be associated with their facility at acquiring physics conceptual knowledge in such a course; and between-class differences in normalized learning gain may reflect not only differences in instructional method, but student population differences ("hidden variables") as well.
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