The Effect Of Problem-Solving Method And Mother-Tongue On Students Performance In Mathematics Word Problems Complete Project Material (PDF/DOC)
This study investigates how problem-solving methods and the language of instruction impact students’ performance in mathematics word problems. Utilizing a mixed-methods approach, the research combines quantitative data from standardized assessments with qualitative insights gathered from interviews with mathematics teachers and students. The analysis reveals that problem-solving methods significantly influence student achievement, with those receiving heuristic-based instruction performing better than those taught with traditional procedural methods. Furthermore, the language of instruction plays a crucial role; students instructed in their mother tongue show improved comprehension and engagement compared to those learning in a second language. By integrating both quantitative and qualitative findings, the study offers a comprehensive view of how instructional strategies and linguistic factors interact to affect students’ learning experiences in mathematics. These results highlight the need for innovative teaching methods and language-inclusive practices to boost mathematical proficiency and problem-solving skills. The study suggests that incorporating heuristic-based approaches and culturally responsive teaching methods can create a more supportive and equitable learning environment. It also underscores the importance of continued research and collaboration among educators, policymakers, and researchers to refine instructional practices and meet diverse student needs. Recommendations include integrating heuristic-based problem-solving techniques and culturally relevant materials into curricula to recognize and value students’ linguistic and cultural backgrounds, thereby enhancing their success in mathematics. Ultimately, this study advances the understanding of factors influencing performance in mathematics word problems and advocates for evidence-based practices and policies to ensure equitable and effective mathematics education for all students.
1.0 INTRODUCTION
This chapter introduces the Effect Of Problem-Solving Method And Mother-Tongue On Students Performance In Mathematics Word Problems and its relevance, states the research problems, research questions, and objectives, provides a background of the study, and should also include the research hypothesis.
2.0 LITERATURE REVIEW
2.1 Introduction
The chapter presents a review of related literature that supports the current research on the Effect Of Problem-Solving Method And Mother-Tongue On Students Performance In Mathematics Word Problems, systematically identifying documents with relevant analyzed information to help the researcher understand existing knowledge, identify gaps, and outline research strategies, procedures, instruments, and their outcomes…
Abstract
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
1.2 Statement of the Problem
1.3 Objectives of the Study
1.4 Research Questions
1.5 Research Hypotheses
1.6 Scope of the Study
1.7 Significance of the Study
1.8 Definition of Terms
CHAPTER TWO
LITERATURE REVIEW
2.1 Conceptual
2.1.1 Problem-Solving Methods
2.1.2 Language of Instruction
2.1.3 Mathematics Word Problems
2.2 Empirical
2.2.1 Impact of Problem-Solving Methods on Mathematics Achievement
2.2.2 Influence of Language of Instruction on Mathematical Performance
2.2.3 Effectiveness of Different Instructional Approaches in Mathematics Word Problem Solving
2.3 Theoretical
2.3.1 Cognitive Theories of Problem-Solving
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Research Design
3.2 Population and Sampling
3.3 Data Collection Methods
3.4 Instrumentation
3.5 Data Analysis Plan
3.7 Ethical Consideration
CHAPTER FOUR
DATA ANALYSIS AND INTERPRETATION
4.1 Quantitative Results
4.3 TEST OF HYPOTHESES
4.4 DISCUSSIONS OF FINDINGS
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Summary
5.2 Conclusion
5.3 Recommendation
REFERENCES
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