Performance of Malaysian Foundation Level Students in Mathematical Problem Solving as Well as Gender Comparison

Autor/in	Gholami, Hosseinali
Titel	Performance of Malaysian Foundation Level Students in Mathematical Problem Solving as Well as Gender Comparison
Quelle	In: Mathematics Teaching Research Journal, 15 (2023) 2, S.104-120 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Problem Solving; Mathematics Instruction; Gender Differences; Public Colleges; Undergraduate Students; Mathematics Skills; Malaysia; Program for International Student Assessment; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Ausland; Problemlösen; Mathematics lessons; Mathematikunterricht; Geschlechterkonflikt; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz
Abstract	Problem solving is the most important factor in mathematics learning. The results of Trends of International Mathematics and Science Study (TIMSS) and Program for International Students Assessment (PISA) show Malaysian students are facing difficulties in problem solving. This study investigates the ability of foundation level students of a public university in Malaysia in mathematical problem solving and also to examine their gender differences in problem solving. The researcher used a lecturers' developed problem solving test for a sample of 297 students that they were chosen through clustered sampling method. Data analyzed by using descriptive statistics and independent samples t-test. The results of this study represent the majority of students were not able to solve the problems completely. However, female students had better performance in problem solving rather than male students. Therefore, problem solving skills should be improved among students seriously. (As Provided).
Anmerkungen	City University of New York. Creative Commons. 205 East 42 Street, New York, NY 10017. Web site: https://commons.hostos.cuny.edu/mtrj
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01