Abstract ▼ AI-Helper

This research was initiated, when a portfolio method(programming study) was applied to students in middle school mathematics education, in order to aid their academic-interests in mathematics. The purpose of this dissertation was to find out what influence it had on their academic-interests and achi...

This research was initiated, when a portfolio method(programming study) was applied to students in middle school mathematics education, in order to aid their academic-interests in mathematics. The purpose of this dissertation was to find out what influence it had on their academic-interests and achievements. Two third grade classes at H middle school in Busan were selected as a comparative group and an experimental group to investigate the changes in their academic-interests and achievements, when the portfolio method was applied to them. While the traditional explanatory education was applied to the comparative group, the students in the experimental group made use of self-evaluation forms, chose their own subjects for themselves, solved their own problems, and explained their own answers to other students. Their self-evaluation forms were given back to them with their teacher's comments. A mid-term exam, a questionnaire about mathematical attitudes and tendencies, and a questionnaire about the responses of participants in the portfolio method were carried out to find out the effects of the portfolio method on the students who participated in it. The followings are the results of the investigations. First, the portfolio method doesn't seem to make any meaningful difference in the academic achievements of the students when evaluated with the mid-term test. However, when the differences in difficulty of exams are considered, the portfolio evaluation method makes some difference in the aspect of average value. Second, the academic-interest of the students in the experimental group has increased more or less in short term, therefore a continuous application of the portfolio method appears to have a positive effect on their academic-interests. Third, since the students in the experimental group had to fill in their self-evaluation forms, they participated in class with more effort. Moreover, because they were given a feedback about the important concepts they were taught in class, the majority of the students changed their cognitions in positive ways.

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