Browsing by Author "Moodley, Moonsamy."

Now showing 1 - 2 of 2

The construction and use of an evaluation instrument to measure attainment of objectives in mathematics learning at senior secondary level.
(1975) Moodley, Moonsamy.; Behr, A. Leslie.
This research aimed at measuring the extent to which a group of senior secondary pupils were attaining desirable cognitive objectives in mathematics. The summary of the design and procedures adopted in this study and the major findings which emerged is presented here. A scheme of objectives for mathematics learning at the senior secondary level was suggested in accordance with Bloom's Taxonomy of Educational Objectives and recent research relating to the Taxonomy and other classifications used in mathematics education. Multiple choice-type test items were constructed with reference to the above scheme of objectives and to content areas selected from the standard grade senior secondary mathematics syllabus. A pilot test was administered and analysed. The selection of items for the final form of the test was based on a consideration of item analysis data, distractors, reliability, validity, rating of items according to objectives and length of test. The final forms of the test and questionnaire were administered to a selected sample of 769 standard nine pupils from 14 Indian high schools in the Durban and District Area. The test was manually scored and the scores were subjected to statistical analyses by computerization. The findings suggest that: (i) it is possible to devise a reasonably reliable and valid test instrument to test at least two different levels of objectives in mathematics learning at senior secondary school level; (ii) the lower level objectives in mathematics are significantly easier to attain than the higher level objectives, which tends to support - in at least two levels - the assumption of hierarchical structure of a taxonomic classification of objectives; (iii) the performance in mathematics of the higher grade pupils tends to be adversely affected by being taught mathematics in mixed higher and standard grade classes.
A study of achievement in mathematics with special reference to the relationship between attitudes and attainment.
(1981) Moodley, Moonsamy.; Behr, Abraham Leslie.
This study was designed to explore the patterns and trends in attitudes towards mathematics and attainment in mathematics among Indian pre-matriculants. It also aimed at investigating the relationships between attitudes and attainment and the effects of differences in sex, grade, levels and certain background variables on mathematics attainment and attitudes. A set of 24 multiple-choice mathematics test items, compiled to test cognitive outcomes in mathematics at three taxonomic levels, served as a measure of attainment in mathematics. An attitude scale of 48 Likert-type items comprising six dimensions was developed to measure pupil's attitudes towards mathematics (affective outcomes). In addition, questionnaires were used to collect data on selected background variables and teachers' ratings of the pupils. The test, attitude scale and questionnaires were administered to 680 pupils selected randomly from 17 secondary schools in Durban. The 53 teachers responsible for the 151 mathematics class units (Std 9 and Std 10) at these schools also participated in the research project. The data was subjected to statistical analyses (item analyses, correlational analyses, z-scores and ANOVAS) by computerization. The reliability and validity of both the mathematics test and the attitude scale were demonstrated. The potential value of these instruments as measures of cognitive and affective outcomes in mathematics has been presented and argued. The significances of the relationships in respect of the background variables (including sex, grade and levels) and mathematics attitudes and attainment have been carefully documented (see summary - section 6.4). The relationship between attitudes towards mathematics and attainment in mathematics was found to be positive and significant, with no difference between males and females. It was also demonstrated that attainment in mathematics might be predicted from attitude and ability (IQ) scores, and a regression equation was derived for this purpose. Finally, consideration was given to implications of the major findings and problems for future research.