Research UNEThe Research UNE digital repository system captures, stores, indexes, preserves, and distributes digital research material.http://rune.une.edu.au:80/web2018-12-13T22:36:19Z2018-12-13T22:36:19ZAn examination of social and psychological influences on academic learning: a focus on self-esteem, social relationships, and personal interestPhan, Huy PNgu, Bing Hhttps://hdl.handle.net/1959.11/262242018-12-13T22:31:24Z2018-02-01T00:00:00ZTitle: An examination of social and psychological influences on academic learning: a focus on self-esteem, social relationships, and personal interest
Contributor(s): Phan, Huy P; Ngu, Bing H
Abstract: The present study focused on an examination of both global and domain-specific self-esteems in secondary mathematics learning. The extent to which self-esteem, in general, would account and explain educational success through social relationships with teachers and peers, and personal interest in learning tasks is the main inquiry of this correlational investigation. Two hundred and eighty-three year 10 students (128 girls, 155 boys) were asked to respond to a number of Likert-scale inventories. Causal modeling procedures, aided by the statistical software MPlus 7.3, were used to analyze the data and to test the hypothesized model. A series of a posteriori analyses yielded a modified model for discussion, producing a number of key findings, namely: (a) the differential influences of both global (e.g., →relationship with teachers) and domain-specific (e.g., →relationship with peers) self-esteems, (b) the positive influences of social relation with teachers (e.g., →exam result) and interest in learning tasks (e.g., →end-of-school term grade), and (c) the mediating functioning of relationship with peers and interest in learning tasks. This evidence, overall, provides additional theoretical insights into the operational nature and trajectories of effective learning.2018-02-01T00:00:00ZSolution representations of percentage change problems: the pre-service primary teachers’ mathematical thinking and reasoningNgu, Bing Hionghttps://hdl.handle.net/1959.11/261742018-12-11T05:50:38ZTitle: Solution representations of percentage change problems: the pre-service primary teachers’ mathematical thinking and reasoning
Contributor(s): Ngu, Bing Hiong
Abstract: Solution representations can reveal how problem solvers communicate mathematical thinking and reasoning in problem-solving process. The present study examined the solution representations used by 20 pre-service teachers for the percentage change problems. The pre-service teachers were invited to solve a combination of simple and complex percentage change problems. The score for the majority of simple problems was 75% or above, but the score for the complex problems was below 75%. The highest percentage error occurred when the pre-service teachers encountered a percentage greater than 100% in the percentage change problems. Irrespective of their level of mathematics qualifications, the equation approach demonstrating two-step problem-solving process was the predominant strategy adopted by the pre-service teachers. The equation approach imposes low cognitive load and, therefore, is more accessible and efficient than the unitary approach. A few pre-service teachers used the unitary approach. The findings indicate that the pre-service teachers possessed relevant mathematical knowledge for percentage change problems. Furthermore, the inclusion of the equation approach in mathematics textbooks would provide an alternative perspective regarding the teaching and learning of percentage change problems.Managing Element Interactivity in Equation SolvingNgu, Bing HiongPhan, Huy PYeung, Alexander SeeshingChung, Siu Funghttps://hdl.handle.net/1959.11/261732018-12-11T05:23:04Z2018-01-01T00:00:00ZTitle: Managing Element Interactivity in Equation Solving
Contributor(s): Ngu, Bing Hiong; Phan, Huy P; Yeung, Alexander Seeshing; Chung, Siu Fung
Abstract: Between two popular teaching methods (i.e., balance method vs. inverse method) for equation solving, the main difference occurs at the operational line (e.g., +2 on both sides vs. −2 becomes +2), whereby it alters the state of the equation and yet maintains its equality. Element interactivity occurs on both sides of the equation in the balance method, but only on one side in the case of the inverse method. Thus, the balance method imposes twice as many interacting elements as the inverse method for each operational line. In two experiments, secondary students were randomly assigned to either the balance method or the inverse method to learn how to solve one-step, two-step, and three-or-more-step linear equations. Test results indicated that the interaction between method and type of equation favored the inverse method for equations involving higher element interactivity. Hence, by managing element interactivity, the efficiency of instruction for equation solving can be improved.2018-01-01T00:00:00ZLearning to Solve Challenging Percentage-Change Problems: A Cross-Cultural Study From a Cognitive Load PerspectiveNgu, Bing HiongYeung, Alexander SheeshingPhan, Huy PHong, Kian SamUsop, Hasbeehttps://hdl.handle.net/1959.11/261722018-12-11T05:01:34Z2018-08-01T00:00:00ZTitle: Learning to Solve Challenging Percentage-Change Problems: A Cross-Cultural Study From a Cognitive Load Perspective
Contributor(s): Ngu, Bing Hiong; Yeung, Alexander Sheeshing; Phan, Huy P; Hong, Kian Sam; Usop, Hasbee
Abstract: In an experiment, secondary students from Australia and Malaysia (n = 130) were randomly assigned to one of three approaches (equation, unitary, unitary-pictorial) to learn how to solve challenging percentage-change problems. In line with the differential types of cognitive load associated with the three approaches, the unitary-approach group outperformed both the unitary group and the equation group across Australia and Malaysia. In support of cross-cultural findings, the Malaysian students outperformed the Australian students for the equation approach but not the unitary approach nor the unitary-pictorial approach. The Australian students, in contrast, learned better with the unitary-pictorial approach. This study, overall, reveals the "gap" between the Asian and Western countries in the use of problem-solving approaches across different cultural settings.2018-08-01T00:00:00Z