|
UPSI Digital Repository (UDRep)
|
|
| ||||||||||||||||||||||
| Abstract : Universiti Pendidikan Sultan Idris |
| This study aims to determine the effects of character strengths learning in teaching and learning of mathematics towards students’ achievement and develop the character strengths so that students are engaged in classroom and to achieve well-being. The quasi experimental non-equivalent control group pre-post-test design was employed on two form two intact classes from a secondary school in Keningau, Sabah. Both classes were randomly selected and divided into treatment (CSL) involving 33 students and control (CT) group involving 32 students. Transformation topic was selected to be taught and the experiment process took up around five weeks to complete. There were four instruments involved which are the Transformation Achievement Test, Character Strengths Measure, Classroom Engagement Measure and Well-being Measure. The collected data were analysed using descriptive statistics such as mean, standard deviation, frequency and percentages as well as inferential statistics namely the independent sample t-test, ANCOVA and paired sample t-test. The results showed that there was a significant difference in the mean of mathematic achievement between CSL and CT group in the post-test after controlling the pre-test mathematics score. However, there was no significant result indicating differences on students self-report on their character strengths, classroom engagement, and well-being. In conclusion, this study indicated that incorporating character strengths into teaching and learning mathematics was effective at improving students’ mathematics achievement. However, it does not reveal to improve students’ perception on their character strengths, classroom engagement and well-being. The implication of this study is that incorporating the teaching and learning of character strengths into mathematics classroom can be beneficial to educator and student as it helps them to improve academic achievement, and it also provided valid evidence that character strengths approach is superior to conventional teaching strategy. |
| This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials. You may use the digitized material for private study, scholarship, or research. |