3.6 Thermal Model
3.6.1 Stack and Channels
INSTITUTE OF EDUCATION
INTERNATIONAL CENTRE FOR EDUCATIONAL EVALUATION MATHEMATICS SELF-EFFICACY SCALE (MSES)
Dear Respondents,
This measuring scale is aimed at assessing the level of Mathematics self-efficacy of students.
Any information you supply will be used for research purpose only and will be treated with utmost confidentiality. Please, respond to each question in the relevant box. Fill in your response as truthfully as possible.
SECTION A:
Name: ____________________________________________
Name of School_____________________________________
My next birthday: ___________________________________
Age:_______ Sex: Male ( ) female ( ) Language: English ( ) Others ( ) Religion: Christianity ( ) Islam ( ) others ( )
SECTION B:
Instruction: Kindly read the following items and rate yourself accordingly. You are expected to tick.
5. - Very well 4 - Pretty well 3 - Satisfactory 2 - Not too well 1 - Not well at all
Section 1
The focus here is on the belief in your capability to solve Numerical Problems and Problems in Measurement.
5 4 3 2 1
1 How well do you believe you can calculate accurately numerical problems mentally?
2 How well do you believe you can calculate accurately numerical problems on paper?
3 How well do you believe you can estimate and make approximations?
4 How well do you believe you can interpret the accuracy of results and measurements?
5 How well do you believe you can calculate the effects of change in variables using mathematics models?
6 How well do you believe you can predict the rate of change of variables using mathematics models?
Section 2
The focus is on your belief in your capability to attempt successfully problems in Geometry.
5 4 3 2 1
1 How well do you believe you can recognize the geometrical properties of objects in daily life?
2 How well do you believe you can use geometrical models to solve practical problems in daily life?
Section 3
The focus is on your belief in your capability to attempt successfully problems in Algebra.
5 4 3 2 1
1 How well do you believe you can recognize patterns and relationships in Mathematics and generalize from these?
2 How well do you believe you can think abstractly and use symbols to communicate mathematics concepts, relationships and generalizations?
3 How well do you believe you can think and use graphs and diagram to communicate mathematics concepts, relationships and generalizations?
4 How well do you believe you can use algebraic expressions to solve practical problems?
Section 4
The focus here is on your belief in solving problems in Statistics
5 4 3 2 1
1 How well do you believe you can summarize statistical data as reports and summaries?
2 How well do you believe you can interpret data presented in chart, tables and graphs?
3 How well do you believe you can estimate probabilities?
Section 5
The focus here is about your beliefs in using mathematics processes.
5 4 3 2 1
1 How well do you believe you can use logical and systematic thinking in mathematics contexts?
2 In a mathematical problem solving situation, how well do you believe you can critically reflect on the method you have chosen?
3 How well do you believe you can use information technology in mathematics contexts?
4 How well do you believe you can be part of a problem-solving team, expressing your idea, listening and responding to others?
5 How well do you believe you can use the knowledge and skills in mathematics to interpret presentations of mathematics
6 How well do you have developed skills in using your own ethnic language to express mathematical ideas?
Section 6
Self-Belief in Motivation Strategies
5 4 3 2 1
1 How well do you believe you can study in appropriate ways that you will be able to learn mathematics 2 How well do you believe that if you try hard enough
you will be able to understand the different concepts in mathematics
3 How well do you believe that you understand the most complex concepts in mathematics?
4 How well do you believe that you can master the skills taught in mathematics
5 How well do you believe that you can do an excellent job on the assignment and tests in mathematics
Section 7
Self-Belief in Cognitive Strategies
5 4 3 2 1 1 When studying Mathematics how well do you believe you
can set goals for yourself to direct your activities?
2 When you study Mathematics, how well do you believe you can outline the material to help organize your thoughts?
3 When you study Mathematics, how well do you believe you can formulate questions to focus your thoughts?
4 When studying Mathematics, how well do you believe you can go through your notes and readings to find out the most important concepts?
5 When studying a new Mathematics concept, how well do you believe that you can skim it to see how it is organized?
6 When studying Mathematics how well do you believe you can think through the topic to decide what it is you are supposed to learn rather than just reading it over?
7 When studying Mathematics, how well do you believe that you can use information from different sources such as class, notes, text books and discussions?
8 When studying Mathematics, how well do you believe that you can ask yourself questions to make sure that you have understood the material?
9 When studying Mathematics, how well do you believe that you can change the way of study to fit the requirement of the topic?
10 When studying Mathematics, how well do you believe you can memorize key words to help recall important concepts?
11 When studying Mathematics, how well do you believe you can summarize concepts of the topic of study?
12 When studying Mathematics, how well do you believe you can determine the concepts you have not understood well?
13 When studying Mathematics, how well do you believe you can relate ideas from Mathematics to other subjects?
14 When studying Mathematics, how well do you believe you can try to relate material to what you already know?
15 When studying Mathematics, how well do you believe you can sort out confusion which arises over missing note taking in class?
Section 8
Self-Belief in resource Management Strategies
5 4 3 2 1
1 How well can you believe you can explain a topic in Mathematics to your classmate/friend?
2 How well do you believe you can work on your own, even if you have trouble learning the material in Mathematics class?
3 How well do you believe you can use your study time for Mathematics?
4 How well do you believe you can work with your classmates to complete the course assignments?
5 How well do you believe you can work in class even if you don‘t like what is being done?
6 How well do you believe you can stick to your study schedule?
7 How well do you believe you can seek clarifications from your Mathematics teacher when you do not understand a concept?
8 How well do you believe you can persist on the topic
in Mathematics when you find the material difficult?
9 How well do you believe you can ask a peer/another student in class for help in Mathematics when you cannot understand the material being taught?
10 How well do you believe you can keep up with topics and assignment in Mathematics?
11 How well do you believe you can manage to keep working in Mathematics even when you find the material uninteresting?
12 How well do you believe you can review your Mathematics notes/readings before an exam?
Section 9
Self-Belief for Self-Regulated Learning
5 4 3 2 1
1 How well do you believe you can finish your Mathematics homework/assignments by deadlines?
2 How well do you believe you can learn Mathematics when there are other interesting things to do?
3 How well do you believe you can concentrate on school subjects?
4 How well do you believe you can concentrate in Mathematics in the classroom?
5 How well do you believe you can take notes of class instruction?
6 How well do you believe you can take notes of Mathematics during class instruction?
7 How well do you believe you can use the internet facilities to get information for class assignment?
8 How well do you believe you can plan your school work?
9 How well do you believe you can remember
information presented in class and text book?
10 How well do you believe you can arrange a place to study without distractions?
11 How well do you believe you can motivate yourself to do school work?
12 How well do you believe you can motivate yourself to do school work in Mathematics?
13 How well do you believe you can participate in class discussions?
14 How well do you believe you can classify doubts in Mathematics in class?
APPENDIX IV
UNIVERSITY OF IBADAN INSTITUTE OF EDUCATION
INTERNATIONAL CENTRE FOR EDUCATIONAL EVALUATION GEOMETRY ATTITUDE SCALE (GAS)
Instruction: Please respond to each question in the relevant box. Fill in your response as truthfully as possible. Note that the information you provide is for research purposes only and will be treated with utmost confidentiality. Thank you.
Section A: About yourself and the school
Name:___________________________________________________
Name of school: __________________________________________
Age:_______ Sex: Male ( ) Female ( ) Language: English ( ) others ( )
KEY: SA for strongly agree, A for agree, U for undecided, D for disagree SD for strongly disagree.
Section B: Instruction
Tick (√) good in the space which best indicates how appropriately you agree or disagree with feeling expressed in each statement below.
S/N Item SA A U D SD
1 Students forget geometry easily.
2 Students are happy on the day they do not have geometry.
3 Geometry textbook is too hard.
4 Student remembers most of the things he/she learned in geometry
5 Geometry is not practiced during the long vacation.
6 Geometry is not being discussed with my friends.
7 Geometry tests are easy for me.
8 Geometry has always been liked by me.
9 Geometry book is interesting.
10 Students do not like being asked questions in geometry.
11 Not getting good marks in geometry does not border me.
12 Students worry about their marks in geometry.
13 Other books about geometry should be read besides the one used in class.
14 Geometry book is liked better than most school books.
15 Students wish geometry classes were shorter.
16 Geometry classes are preferred to be missed.
17 Geometry is the best of all my school subjects.
18 Students dislike taking tests in geometry.
19 Geometry classes are enjoyable.
20 Students do not enjoy studying from geometry book.
21 Geometry problems are often been forgotten after working on other kinds.
22 Geometry homework is not easy for me to do
23 Student often thinks ―he can‘t do geometry‖ when a work problem seems hard.
24 Geometry homework can be done in the class.
25 Geometry is easy for me.
26 Much geometry is not remembered over the summer vacation.
27 Students like geometry.
28 Geometry is preferred than other subjects.
29 Students like to answer questions in geometry classes.
30 Geometry is interesting to students.
31 Failing to get solution to geometry problems does not discourage students
32 A student is sure of himself/herself in geometry.
33 Fewer geometry problems are often wished to be done.
34 Geometry problems that are alike are preferred rather than the mixed problems.
35 Students wish that geometry tests were easier.
36 Geometry is hard for students.
37 Students are glad when it is time for geometry class.
38 Students enjoy working harder problems in geometry.
39 Geometry problems take too much time.
40 Most of my friends think geometry is dull.
41 Geometry is one of my favorite subjects.
42 Students would rather do geometry than read books.
43 Students enjoy talking to their teacher about geometry.
44 Students like to do word problem in geometry.
45 Students would take geometry next year even if they do not have to.
46 Students like the easy problem in geometry.
47 Students like to do extra work in geometry when they have time.
48 Student likes to work geometry problems with his/her friends.
49 Students would rather be authors than scientists.
50 Students prefer a job involving geometry.
51 Students like taking tests in geometry.
52 Students prefer a job which never used any geometry.
53 A job which used a great deal of geometry is accepted by students.
54 It is not enjoyable talking to parents about geometry.
55 Geometry homework often takes more time than any other school subjects.
56 Students hate geometry.
57 Geometry is not student‘s best subject.
58 Writing a story is better than working geometry problems 59 Students do not like doing geometry homework.
60 Students do not have to spend much time on geometry to pass it.
APPENDIX V
EXPERIMENTAL GROUP 1: OUT-OF-CLASS- ACTIVITY STRATEGY WEEK 1
Topic: Orientation and administration of instrument to obtain baseline data.
Objectives:
To do self introduction.
To acquaint the participants with the benefits of the training programme and the roles they would play.
To inform the participants the rules of the training.
To obtain the baseline data.
Step I: The teacher welcomed the participants and introduced herself to familiarize with and