PLAGIARISM SCAN REPORT

Date October 14, 2022

Exclude URL: NO

Unique Content 93% Word Count 1,000

Plagiarized Content 7% Records Found 3

Paraphrased Plagiarism 0

CONTENT CHECKED FOR PLAGIARISM:

DISSETATION PROPOSAL

EFFECT OF ARITHMETICAL ABILITY AND STUDY HABIT ON THE ACHIEVEMENT IN MATHEMATICS AT

SECONDARY SCHOOL STUDENTS

SUBMITTED BY: ANIKET DAS

SUBJECT CODE: MESP 1

ENROLMENT NO: 2108386284

Signature of the Researcher Signature of Guide

with datewith date

SUBMITTED TO

INDIRA GANDHI NATIONAL OPEN UNIVERSITY (IGNOU)

INTRODUCTION AND RATIONALE OF THE STUDY

Mathematics is significant in our daily lives because we use a lot of what we were taught in our

daily activities. For instance, tiling floors may be done by figuring the size of the area. Being able

to figure out percentages can come in handy when faced with nutrition labels. Road signs and

recipe books feature fractions that tell us the distance to our destination or how much of an

ingredient to put in a dish. Calculating monthly bills requires math. Placing pictures on a wall and

making certain they are hanging straight takes some knowledge of geometry.

Mathematics is the oldest of all sciences that have developed through the ages having a direct

impact on the quality of human life in our planet. It is known to all of us that arithmetic is the basic

branch of mathematics and numerical concept is at the root of each and every mathematical
concept. However, arithmetical ability and numerical ability may influence pupils‟ achievement in

mathematics. Several studies are done to find out how achievements of the pupils are influenced

by their mathematical ability and numerical ability. The national policy of education (1986) has

also considered the importance of mathematics in general education and suggests that

„mathematics should be visualized as the vehicle to train a child to think, reason, analyze and to

articulate logically.

The ability of do something is the quality acquired skill or talent. Study habit always creates talent

and skill of problem-solving techniques. Study habit is a well planned and deliberate pattern of

study which has attained form of consistency on the part of the student towards understanding

academic subjects and passing at examination (Pauk, 1962; Deese, 1959; Akinboye, 1974).

Rastogi(1983) investigated the influence of command over basic arithmetical skill on mathematics

achievement. He observed that

poor command over basic arithmetical skill was to be an important cause of backwardness in

mathematics.

The investigator observed that the relation between Achievement in mathematics and

Achievement in arithmetic is yet to be explored. Kaur(1985) analyzed abstract concepts in

mathematics and isolated the figural angular factor and numerical facility factor as dominant

factors in learning mathematics and thus achievement in mathematics in case of high school

student. Sumangala (1995) has studied 750 students of class IX in Kerala and found that the

numerical ability, numerical reasoning, ability to choose symbols, spatial ability and abstract

reasoning abilities to be significantly correlated to the achievement in mathematics. According to

Olayinka (1996) and Yahaya (2003), passing examination to secure certificates either for

admission into higher institution or secure good jobs is the main goal of education to many people

and not the acquisition of knowledge and skills through studying.

On the basis of the review of related literature, studies on effect of Arithmetical Ability and Study

Habit on the Achievement in Mathematics at Secondary Stage in dist. Puri have not been

conducted so far. Therefore, the investigator feels it important to conduct research on effect of

Arithmetical Ability and Study Habit on the Achievement in Mathematics at Secondary Stage in

dist. Puri.

STATEMENT OF THE PROBLEM

The statement of the problem is “EFFECT OF ARITHMETICAL ABILITY AND STUDY HABIT ON THE

ACHIEVEMENT IN MATHEMATICS AT SECONDARY SCHOOL STUDENTS OF DISTRICT PURI”.

REVIEW OF RELATED LITERATURE

Al ken (1976) noted that the relationship between attitude towards mathematics and achievement

in mathematic is positive at elementary level and secondary school level but may not always reach

statistically significance.

Sakaadvik, Einar Rankin and Richard (1994) studied on gender differences in mathematics

achievement, self concept and motivation. The study concluded that there were no Gender

differences in mathematics achievement, but boys had higher self concepts, self perceived skills

and motivation. Among some of the learner factors that are important for high achievement, study

habit is one.

Lalitha Bai T K (1992) in her PhD thesis „A comparative study of the cognitive factor structures of

high, average and low achievers in secondary school mathematics‟, found that high achievers

scored highly on abstract reasoning, numerical spatial faculty apart from numerical ability.

Mainka G.K.(1983) in her Ph. D thesis, „Acquisition of Concept in Mathematics of Pupils at Primary

School Level, and its relation to Some Personal and Environmental Variables of the Pupils‟ studied

the understanding and the acquisition of mathematical concepts of pupils. She worked towards

determining development level of mathematical concepts in each pupil which might facilitate the

adaptation of material and instructional procedures according to the individual needs and the

abilities of the pupils, the development of mathematical concepts according to grades and the sex

wise level of acquisition of mathematical concepts at each grade level. The study revealed that

scores of pupils in each concept showed consistent rise with increasing education level, revealing

the existence of grade wise differences in the acquisition of set, number and

space concept at primary school level. The majority of pupils who were promoted to the next grade

did not show acquisition of concepts of the lower grade. A pupil did not acquire any concept to its

fullest from in one grade but the growth of mathematical concepts took place at all levels with

different degrees of individual differences among the acquisition of mathematical concepts at

primary school level. With increasing age, a pupil made up in one or other concepts in

mathematics, but his success in one concept was limited by the success in other concepts.

Concepts in higher mathematical hierarchy could not be developed unless the lower concepts were

acquired. Consideration is given to the acquisition of mathematical concepts by J. N. Kapur (1976)

in his paper “Culture, excitement and relevance of mathematics”. The relevance of modern

mathematics to the development of students' abilities has been studied by Bansal

MATCHED SOURCES:
www.scribd.com - 3% SimilarCompare

https://www.scribd.com/document/406893623/scan-amt

citeseerx.ist.psu.edu - 2% SimilarCompare

https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.37....

iesrj.com - 2% SimilarCompare

https://iesrj.com/download_pdf?doc=STUDY_HABITS_AND_SELF_EST

Report Generated on October 14, 2022 by prepostseo.com