Sample Research Title Proposal
RESEARCH TOPIC/TITLE: “BEHIND THE SCENES: STUDENTS’ VIEWPOINTS AND STANDPOINTS ON COMPUTING-MATHEMATICS COURSES”
A. Description of the Project
1. Rationale: Course evaluations consist of series of questions in order to evaluate the instruction of a given course. Primarily, it helps teachers develop professionally. Personally, it helped me identify my weaknesses as an instructor at the same what the students like about how I performed in the class. Additionally, Course evaluations can also be useful response for the administration especially the qualitative responses of students that are utilized to provide formative feedback intended to facilitate improved teaching and course development (Hodges & Stanton). However, written comments of students on courses are not in fact interpreted, analyzed and integrated in summative evaluations (Gravestock & Gregor-Greenleaf, 2008). According to Frank (1988), students’ conceptions and expectation about mathematics influence their learning approach to the course. This might have been the reason then that I struggled in algebra during my secondary years because of the thought that learning numbers can be so complicated and certainly not a thing for me. Echoing this view, Anderson (2007) identified this face of mathematic learner identity as “imagination”. How a student envision math as something part of their activities can either influence positively or negatively to their learning. In a study of students from accredited public and private schools in Metro Manila, it was found out that there were difficulties in mathematics caused by reading deficiencies in vocabulary, comprehension and study habits (Tadeo and Dadigan, 2006). Results also showed that the teachers teaching math were not skillful in teaching the concepts of the subject and their teaching strategies were not aligned with the students’ learning styles. Malaysian undergraduate students on the other hand, exhibited low level of
A. Description of the Project
1. Rationale: Course evaluations consist of series of questions in order to evaluate the instruction of a given course. Primarily, it helps teachers develop professionally. Personally, it helped me identify my weaknesses as an instructor at the same what the students like about how I performed in the class. Additionally, Course evaluations can also be useful response for the administration especially the qualitative responses of students that are utilized to provide formative feedback intended to facilitate improved teaching and course development (Hodges & Stanton). However, written comments of students on courses are not in fact interpreted, analyzed and integrated in summative evaluations (Gravestock & Gregor-Greenleaf, 2008). According to Frank (1988), students’ conceptions and expectation about mathematics influence their learning approach to the course. This might have been the reason then that I struggled in algebra during my secondary years because of the thought that learning numbers can be so complicated and certainly not a thing for me. Echoing this view, Anderson (2007) identified this face of mathematic learner identity as “imagination”. How a student envision math as something part of their activities can either influence positively or negatively to their learning. In a study of students from accredited public and private schools in Metro Manila, it was found out that there were difficulties in mathematics caused by reading deficiencies in vocabulary, comprehension and study habits (Tadeo and Dadigan, 2006). Results also showed that the teachers teaching math were not skillful in teaching the concepts of the subject and their teaching strategies were not aligned with the students’ learning styles. Malaysian undergraduate students on the other hand, exhibited low level of