Effects Of Cognitive Conflict Instructional Strategy And Motivation On Conceptual Change And Attitude Towards Algebra Among Tenth Graders In The UAE
The purpose of this study was to determine the effects of cognitive conflict instructional strategy and motivation on conceptual change in algebra and attitude towards algebra among Tenth Graders in United Arab Emirates. This study employs a quasi-experimental research design, namely non-equivalent...
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| Format: | Thesis |
| Language: | English |
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2022
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| Online Access: | http://eprints.usm.my/60154/ http://eprints.usm.my/60154/1/YASSEEN%20MOHAMMAD%20AHMAD%20ALRABABAH%20-%20TESIS24.pdf |
| _version_ | 1848884366478934016 |
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| author | Alrababah, Yasseen Mohammad Ahmad |
| author_facet | Alrababah, Yasseen Mohammad Ahmad |
| author_sort | Alrababah, Yasseen Mohammad Ahmad |
| building | USM Institutional Repository |
| collection | Online Access |
| description | The purpose of this study was to determine the effects of cognitive conflict instructional strategy and motivation on conceptual change in algebra and attitude towards algebra among Tenth Graders in United Arab Emirates. This study employs a quasi-experimental research design, namely non-equivalent control group research design. To collect data, both quantitative and qualitative methods were used. The researcher used Face to Face Interview Protocol (FFIP) and Pre-Conceptual Change in Algebra Test (PreCCAT) to identify and classify common algebra misconceptions. The researcher adapted a Motivation to Engage in Conceptual Change Questionnaire (MECCQ) to measure level of student’s motivation to engage in conceptual change. Pre, post and retention of Conceptual Change in Algebra Test were analyzed. Four classes of Tenth Graders from two schools (two classes for experimental group and the other two classes for control group) were choose randomly from 20 classes of 543 Grade Ten male students. Descriptive statistics such as mean and standard deviation was used to analysis Motivation to Engage in Conceptual Change Questionnaire (MECCQ). |
| first_indexed | 2025-11-15T19:05:34Z |
| format | Thesis |
| id | usm-60154 |
| institution | Universiti Sains Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T19:05:34Z |
| publishDate | 2022 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | usm-601542024-03-13T01:37:03Z http://eprints.usm.my/60154/ Effects Of Cognitive Conflict Instructional Strategy And Motivation On Conceptual Change And Attitude Towards Algebra Among Tenth Graders In The UAE Alrababah, Yasseen Mohammad Ahmad L7-991 Education (General) The purpose of this study was to determine the effects of cognitive conflict instructional strategy and motivation on conceptual change in algebra and attitude towards algebra among Tenth Graders in United Arab Emirates. This study employs a quasi-experimental research design, namely non-equivalent control group research design. To collect data, both quantitative and qualitative methods were used. The researcher used Face to Face Interview Protocol (FFIP) and Pre-Conceptual Change in Algebra Test (PreCCAT) to identify and classify common algebra misconceptions. The researcher adapted a Motivation to Engage in Conceptual Change Questionnaire (MECCQ) to measure level of student’s motivation to engage in conceptual change. Pre, post and retention of Conceptual Change in Algebra Test were analyzed. Four classes of Tenth Graders from two schools (two classes for experimental group and the other two classes for control group) were choose randomly from 20 classes of 543 Grade Ten male students. Descriptive statistics such as mean and standard deviation was used to analysis Motivation to Engage in Conceptual Change Questionnaire (MECCQ). 2022-06 Thesis NonPeerReviewed application/pdf en http://eprints.usm.my/60154/1/YASSEEN%20MOHAMMAD%20AHMAD%20ALRABABAH%20-%20TESIS24.pdf Alrababah, Yasseen Mohammad Ahmad (2022) Effects Of Cognitive Conflict Instructional Strategy And Motivation On Conceptual Change And Attitude Towards Algebra Among Tenth Graders In The UAE. PhD thesis, Universiti Sains Malaysia. |
| spellingShingle | L7-991 Education (General) Alrababah, Yasseen Mohammad Ahmad Effects Of Cognitive Conflict Instructional Strategy And Motivation On Conceptual Change And Attitude Towards Algebra Among Tenth Graders In The UAE |
| title | Effects Of Cognitive Conflict Instructional Strategy And Motivation On Conceptual Change And Attitude Towards Algebra Among Tenth Graders In The UAE |
| title_full | Effects Of Cognitive Conflict Instructional Strategy And Motivation On Conceptual Change And Attitude Towards Algebra Among Tenth Graders In The UAE |
| title_fullStr | Effects Of Cognitive Conflict Instructional Strategy And Motivation On Conceptual Change And Attitude Towards Algebra Among Tenth Graders In The UAE |
| title_full_unstemmed | Effects Of Cognitive Conflict Instructional Strategy And Motivation On Conceptual Change And Attitude Towards Algebra Among Tenth Graders In The UAE |
| title_short | Effects Of Cognitive Conflict Instructional Strategy And Motivation On Conceptual Change And Attitude Towards Algebra Among Tenth Graders In The UAE |
| title_sort | effects of cognitive conflict instructional strategy and motivation on conceptual change and attitude towards algebra among tenth graders in the uae |
| topic | L7-991 Education (General) |
| url | http://eprints.usm.my/60154/ http://eprints.usm.my/60154/1/YASSEEN%20MOHAMMAD%20AHMAD%20ALRABABAH%20-%20TESIS24.pdf |