Effects Of Cognitive Conflict Instructional Strategy And Motivation On Conceptual Change And Attitude Towards Algebra Among Tenth Graders In The UAE

Effects Of Cognitive Conflict Instructional Strategy And Motivation On Conceptual Change And Attitude Towards Algebra Among Tenth Graders In The UAE

The purpose of this study was to determine the effects of cognitive conflict instructional strategy and motivation on conceptual change in algebra and attitude towards algebra among Tenth Graders in United Arab Emirates. This study employs a quasi-experimental research design, namely non-equivalent...

Full description

Saved in:
Bibliographic Details
Main Author: Alrababah, Yasseen Mohammad Ahmad
Format: Thesis
Language:English
Published: 2022
Subjects:
L7-991 Education (General)
Online Access:http://eprints.usm.my/60154/1/YASSEEN%20MOHAMMAD%20AHMAD%20ALRABABAH%20-%20TESIS24.pdf
Tags: Add Tag
No Tags, Be the first to tag this record!
id my-usm-ep.60154
record_format uketd_dc
spelling my-usm-ep.601542024-03-13T01:37:03Z Effects Of Cognitive Conflict Instructional Strategy And Motivation On Conceptual Change And Attitude Towards Algebra Among Tenth Graders In The UAE 2022-06 Alrababah, Yasseen Mohammad Ahmad L7-991 Education (General) The purpose of this study was to determine the effects of cognitive conflict instructional strategy and motivation on conceptual change in algebra and attitude towards algebra among Tenth Graders in United Arab Emirates. This study employs a quasi-experimental research design, namely non-equivalent control group research design. To collect data, both quantitative and qualitative methods were used. The researcher used Face to Face Interview Protocol (FFIP) and Pre-Conceptual Change in Algebra Test (PreCCAT) to identify and classify common algebra misconceptions. The researcher adapted a Motivation to Engage in Conceptual Change Questionnaire (MECCQ) to measure level of student’s motivation to engage in conceptual change. Pre, post and retention of Conceptual Change in Algebra Test were analyzed. Four classes of Tenth Graders from two schools (two classes for experimental group and the other two classes for control group) were choose randomly from 20 classes of 543 Grade Ten male students. Descriptive statistics such as mean and standard deviation was used to analysis Motivation to Engage in Conceptual Change Questionnaire (MECCQ). 2022-06 Thesis http://eprints.usm.my/60154/ http://eprints.usm.my/60154/1/YASSEEN%20MOHAMMAD%20AHMAD%20ALRABABAH%20-%20TESIS24.pdf application/pdf en public phd doctoral Universiti Sains Malaysia Pusat Pengajian Ilmu Pendidikan
institution Universiti Sains Malaysia
collection USM Institutional Repository
language English
topic L7-991 Education (General)
spellingShingle L7-991 Education (General)
Alrababah, Yasseen Mohammad Ahmad
Effects Of Cognitive Conflict Instructional Strategy And Motivation On Conceptual Change And Attitude Towards Algebra Among Tenth Graders In The UAE
description The purpose of this study was to determine the effects of cognitive conflict instructional strategy and motivation on conceptual change in algebra and attitude towards algebra among Tenth Graders in United Arab Emirates. This study employs a quasi-experimental research design, namely non-equivalent control group research design. To collect data, both quantitative and qualitative methods were used. The researcher used Face to Face Interview Protocol (FFIP) and Pre-Conceptual Change in Algebra Test (PreCCAT) to identify and classify common algebra misconceptions. The researcher adapted a Motivation to Engage in Conceptual Change Questionnaire (MECCQ) to measure level of student’s motivation to engage in conceptual change. Pre, post and retention of Conceptual Change in Algebra Test were analyzed. Four classes of Tenth Graders from two schools (two classes for experimental group and the other two classes for control group) were choose randomly from 20 classes of 543 Grade Ten male students. Descriptive statistics such as mean and standard deviation was used to analysis Motivation to Engage in Conceptual Change Questionnaire (MECCQ).
format Thesis
qualification_name Doctor of Philosophy (PhD.)
qualification_level Doctorate
author Alrababah, Yasseen Mohammad Ahmad
author_facet Alrababah, Yasseen Mohammad Ahmad
author_sort Alrababah, Yasseen Mohammad Ahmad
title Effects Of Cognitive Conflict Instructional Strategy And Motivation On Conceptual Change And Attitude Towards Algebra Among Tenth Graders In The UAE
title_short Effects Of Cognitive Conflict Instructional Strategy And Motivation On Conceptual Change And Attitude Towards Algebra Among Tenth Graders In The UAE
title_full Effects Of Cognitive Conflict Instructional Strategy And Motivation On Conceptual Change And Attitude Towards Algebra Among Tenth Graders In The UAE
title_fullStr Effects Of Cognitive Conflict Instructional Strategy And Motivation On Conceptual Change And Attitude Towards Algebra Among Tenth Graders In The UAE
title_full_unstemmed Effects Of Cognitive Conflict Instructional Strategy And Motivation On Conceptual Change And Attitude Towards Algebra Among Tenth Graders In The UAE
title_sort effects of cognitive conflict instructional strategy and motivation on conceptual change and attitude towards algebra among tenth graders in the uae
granting_institution Universiti Sains Malaysia
granting_department Pusat Pengajian Ilmu Pendidikan
publishDate 2022
url http://eprints.usm.my/60154/1/YASSEEN%20MOHAMMAD%20AHMAD%20ALRABABAH%20-%20TESIS24.pdf
_version_ 1794024097280163840

Similar Items