THE EFFECT OF ACTIVE LEARNING METHOD ON STUDENTS’ ATTITUDE TOWARDS MATHEMATICS
AbstractThe world is changing so fast, and therefore education needs to adapt to the challenges of times. In order to update the content of school education in the Republic of Kazakhstan modern trends are going to be used. These trends contain pedagogical methods that can be used to preserve and even increase internal motivation, as active learning. Active learning method is an treatment where students participate or interact with the learning process, as opposed to passively taking in the information.The goal of this study is to identify the impact of active learning method on 10th grade students’ attitude towards mathematics of the students the second semester of the school year 2019-2020. More specifically, it attempted to determine and compare the attitude toward mathematics of students’ exposure to active learning and traditional teaching strategy. The Likert scale used to evaluate the attitude of students toward mathematics. Mean, Cronbach value, T-test were the statistical tools used in anatomizing and interpreting the research data. The discovering showed that the students in the active learning group had auspicious attitude than students in the conventional teaching group. According to the findings after research, we saw the direct relation between attitude and active learning. It is concluded that the students’ attitude toward mathematics was better by using active learning strategy. It is recommended that mathematics teacher should use active learning strategy in order to improve the attitude toward mathematics of the students.Keywords: attitude, mathematics, active learning
How to Cite
KAZMAGAMBET, Bibigul; IBRAIMOVA, Zhansaya; KAYMAK, Serkan. THE EFFECT OF ACTIVE LEARNING METHOD ON STUDENTS’ ATTITUDE TOWARDS MATHEMATICS. Proceedings of International Young Scholars Workshop, [S.l.], v. 9, june 2020. ISSN 2709-1120. Available at: <https://journals.sdu.edu.kz/index.php/iysw/article/view/219>. Date accessed: 07 mar. 2021. doi: https://doi.org/10.47344/iysw.v9i0.219.