Saha Mili, Islam Shobha, Akhi Asma Akter, Saha Goutam
Department of English, Jagannath University, Dhaka-1100, Bangladesh.
Department of Mathematics, University of Dhaka, Dhaka-1000, Bangladesh.
Heliyon. 2024 Apr 3;10(7):e29173. doi: 10.1016/j.heliyon.2024.e29173. eCollection 2024 Apr 15.
Students from Bangladesh pursuing STEM education often encounter obstacles when tackling diverse mathematical problems within various educational settings. Frequently, they find themselves lacking the essential prerequisite knowledge and strong foundational skills necessary to engage with the teaching and learning resources utilized at the undergraduate level, resulting in a significant number of students needing to seek readmission annually.
The objective of this study is to explore the determinants of academic achievement among university undergraduates majoring in mathematics in Bangladesh. Employing a mixed-method research approach, the study combines quantitative and qualitative data analysis to examine the viewpoints of both students and educators concerning these factors. The authors primarily emphasize classifying the factors that impact the efficacy of mathematics pedagogical methods.
The study is structured into three phases: i. An initial exploratory qualitative survey. ii. A quantitative triangulation survey. iii. Followed by explanatory semi-structured interviews.
To begin, the initial qualitative survey identified significant factors that contribute to students' achievements and setbacks in mathematics. Subsequently, the quantitative analysis verified both similarities and distinctions in the perspectives of students and educators. Furthermore, the correlation coefficient analysis revealed that male students frequently exhibit inconsistency and a lack of enthusiasm for studying, resulting in subpar performance. Conversely, female students frequently cited challenges like the difficulty of connecting mathematical theories to real-world applications, heavy course loads, and limited resources as reasons for their academic difficulties. Lastly, insights from interviews with students highlighted their acknowledgment of inadequate study practices, excessive reliance on memorization, suboptimal teaching methods, low motivation, and external distractions as key factors leading to their struggles. They also recognized the importance of consistent practice, a solid comprehension of concepts, regular study routines, and effective learning strategies for successful mathematics education. In contrast, educators emphasized the significance of students having clear concepts, natural aptitude, motivation, and a sense of curiosity as pivotal elements for successful learning in mathematics.
This conclusion suggests a new beginning in the realm of local mathematics pedagogy, achieved by scrutinizing teacher-student feedback about the factors influencing success and failure, considering the diverse individual and contextual variables at play. To foster mutual trust and understanding between students and teachers, it may be beneficial to engage in open discussions and interactions.
来自孟加拉国攻读STEM教育的学生在各种教育环境中处理不同的数学问题时经常遇到障碍。他们常常发现自己缺乏本科阶段教学和学习资源所需的必要先决知识和扎实的基础技能，导致每年有大量学生需要申请重新入学。
本研究的目的是探讨孟加拉国数学专业本科大学生学业成绩的决定因素。该研究采用混合方法研究途径，结合定量和定性数据分析，以考察学生和教育工作者对这些因素的观点。作者主要强调对影响数学教学方法有效性的因素进行分类。
该研究分为三个阶段：i. 初步探索性定性调查。ii. 定量三角测量调查。iii. 随后进行解释性半结构化访谈。
首先，初步定性调查确定了导致学生数学成绩好坏的重要因素。随后，定量分析验证了学生和教育工作者观点的异同。此外，相关系数分析表明，男生经常表现出学习的不一致性和缺乏热情，导致成绩不佳。相反，女生经常提到数学理论与实际应用难以联系、课程负担重和资源有限等挑战是她们学业困难的原因。最后，对学生的访谈见解强调，他们承认学习方法不当、过度依赖记忆、教学方法欠佳、动力不足和外部干扰是导致他们学习困难的关键因素。他们还认识到持续练习、对概念的扎实理解、规律的学习习惯和有效的学习策略对成功的数学教育的重要性。相比之下，教育工作者强调学生拥有清晰的概念、天赋、动力和好奇心是数学成功学习的关键要素。
这一结论表明，通过审视师生关于影响成败因素的反馈，考虑到各种不同的个体和情境变量，当地数学教学领域有了新的开端。为了促进学生和教师之间的相互信任和理解，进行开放的讨论和互动可能是有益的。
