CHAPTER II

REVIEW LITERATURE

This chapter presents different literature that is related to and supports this

current study.

The Influence of Independent Learning and Structure Sense Ability on

Mathematics Connection in Abstract Algebra

According to Salinan (2017) independent learning and structure sense variables

affects the student’s mathematics connection ability in abstract algebra course. This

research aims to unveil the influence of independent learning and structured sense

ability on mathematics connection through mentoring modules as an initial step to

overcome the students the difficulties in learning. This study took 26 students for the

sample. The data to measure independent learning was gathered through a

questionnaire; the data to recognize the structure sense ability was gathered through

weekly tasks, and the students’ mathematics connections were measured through a

test. The result shows that independent learning is more dominant than structure sense

ability in influencing students’ mathematics connection ability.

Contribution Self-efficacy and Independent Learning Math toward Students'

Mathematics Learning Outcomes

Pratiwi, Neviyarni, Solfema (2018) elaborate that those difficulties with students’

mathematics learning results at school with many students who dropped out of

mathematics classes. Math independent learning and self-efficacy are significant

factors. This study was to investigate the effects of self-efficacy and independent
learning on learning outcomes. This study used quantitative correlational methodology

as its method of study. Students who participated in samples 305 and 173 make up the

study's population. A Likert scale approach was included in the instrument. Regression

analysis with several variables was used. The findings demonstrated that mathematical

learning outcomes are influenced by self-efficacy and independent math learning.

The Influence of Independent Learning and Self-Regulation toward Learning

Result of Mathematics Subject through Achievement Motivation of Grade X

Students at Sman in Ambon

Assagaf (2017) affirms that since student learning outcomes reflect the learning

effort made, there is no single factor that determines the quality of education; rather, the

better the learning effort, the better the results achieved. If they can get through the

educational difficulties they encountered, they will learn more effectively, but there are

several factors that influence one another. Through accomplishment motivation in grade

X at SMAN in Ambon, the study aimed to understand the description and influence of

independent learning and self-regulation toward learning results in the mathematics

topic. The instruments used were scale of independent learning, scale of self-regulation,

scale of achievement motivation, and test of learning result of mathematics of grade X.

Data were analyzed by employing statistics descriptive and path analysis. The results of

the study showed that most grade X students at SMAN in Ambon have high levels of

self-regulation and independent learning, and their academic performance is fair,

independent learning and self-regulation positively impacted mathematics learning

outcomes directly and indirectly through achievement motivation.

Instruction

Luitel (2019) conducts action research of Collaborative and Independent

Learning in Mathematics through Activity-Based Instruction. This action research done

to the grade 7th students of the institutional schools inside the Kathmandu, Nepal. It is

to improve and promote collaborative learning in Mathematics through activity-based

instruction. The goal of this study is to provide a thorough and individualized portrait of

students' perceptions on the independent learning strategy. Data were analyzed by

making themes on the basis of students’ responses, reflective journals, student

attendance and etc. The main enhanced of the paper is to transform the novice teacher-

researcher from traditionalist teachers to constructivist teacher-researcher. The data

were assessed by developing themes based on student comments, reflective diaries,

attendance, and other characteristics. The paper's main advancement is how it

transforms a novice teacher-researcher from a traditionalist to a constructivist educator.

Additionally, it is utilized to promote and practice independent and group learning in

mathematics through activity-based training. The idea was that collaborative learning

practices would boost cooperative learning while independent learning would be

preferable for those who are more at ease with its intellectual qualities.

A Comparison between Flipped and Lecture-Based Instruction in the Calculus

Classroom

Scott, Green, Etheridge (2016) administered comparison between flipped and

lecture-based instruction in the calculus classroom. In order to improve students'

understanding of the material in a second semester calculus course, this article

"flipped classroom" one. Students in all four courses took the same pre-post-tests, and

their responses to a survey asking about their perceptions of each instructional

paradigm were used to evaluate effectiveness. Undergraduate students were taught the

identical material in two different ways. Participants in the flipped course gained

equivalent amounts of content knowledge as those in the lecture-based course within a

comparable set of students. The usage of an online assignment system (WebAssign)

and in-class exams were important motivating aspects that probably led to the

improvement in student performance, according to responses from blinded student

surveys. The flipped classroom method of teaching was more successful at sparking

students' interest in the material and encouraging discussion about problem resolution.

When considered as a whole, the research suggests that the flipped classroom

paradigm is an equally effective way to teach important calculus ideas to undergraduate

students

Effects of Lecture Method to Teach Mathematics on Academic Performance of

Grade 12 General Academic Strand Students in Bestlink College of the

Philippines, S.Y. 2019–2020

According to Estorninos, Combine, Accad, Ebrona, Parajes, and Bernales (2020)

the most popular mode of instruction for teachers is the lecture which is during a lecture,

teachers explain the subject to the students while the students remain silent. The

purpose of this study was to determine how the lecture approach influenced students.

This quantitative study aimed to determine the relationship between male and female

respondents in a population. To determine how the lecture method influenced the

to evaluate the effectiveness of the lecture approach for teaching mathematics, a

purposeful sample technique was used to choose students from the Grade 12 General

Academic Strand. The study's findings and the conclusions that were made led to the

following recommendations: teachers should use the lecture method as their primary

instructional strategy when teaching mathematics in order to have in-depth discussions

with and assist students who have difficulty with the subject.

Comparison of Cooperative Problem-Solving of Mathematics Teaching Method

with Traditional Lecture Method: The Case of Awi-Zone, Ethiopia

Adem Mohammed Ahmed, Solomon Melesse Mengistie, Tadele Ejigu Wondimu

(2020) states that the study compares the traditional method and the cooperative

approach to problem-solving while examining how each affects arithmetic achievement.

With the help of the cooperative problem-solving learning technique, each student in the

group is able to share their knowledge and collaborate to solve a mathematical problem.

Numerous studies have shown that pupils suffer from mathematics anxiety, which is a

tendency toward pressure and fear that interferes with studying mathematics. This could

be attributed to the motivating techniques used in the schools. Each group participated

in exercise for a total of 25 hours during the course of the five-week experiment. The

benchmark group received instruction using the conventional method, whereas the

experimental group received instruction using cooperative problem-solving strategies.

The paired t-test was used to evaluate the data and determine the impact of cooperative

problem-solving. A developed nation is produced and students' prosperity is largely

attributed to mathematics. Scores for students are, however, occasionally dropping. The
teaching of mathematics has always been regarded as a crucial component of general

education, and more especially science education. Any significant effort aimed at

advancing knowledge is generally acknowledged to require a teaching technique.

Different mathematical educational frameworks result from the diversity of values and

characteristics related to math learning. Teachers should make an effort to inspire pupils

to learn because it is their job to support students' learning and critical thinking abilities.

There is little study on the interacting impacts of high school pupils' cooperative

problem-solving on their mathematical ability.

An Analysis and Comparison of The Effects of Computer Assisted Instruction

Versus Traditional Lecture Instruction

Carter (2004) states that their study compared the efficiency of traditional lecture-

based learning vs web-based computer-assisted instruction (CAI) in a college remedial

mathematics course. The students' attitudes toward mathematics were evaluated using

pre- and post-tests that were given at the start of the semester as well as later at the

end of the semester. The course participation and withdrawal rates for the two groups

were also contrasted. The paired and independent group f-tests, analysis of variation,

and z-tests were used in the statistical analysis of the data gathered for this study. The

findings of the paired f-test revealed that the instruction that each group received

resulted in statistically significant achievement gains for both the treatment and control

groups. At the end of the study, there was no statistically significant difference in the

achievement improvements between the two groups, according to the independent f-

tests and the Analysis of Covariance (ANCOVA). After the study was completed, the

paired f-test findings on the attitude assessment revealed no statistically significant

group's attitudes had changed significantly according to the independent f-test and

ANCOVA results. The z-test results likewise revealed no significant distinction between

the treatment and control groups in terms of withdrawal or passing rates.

The Relationship between Teaching Practices and Students' Achievement in

Mathematics in Lesotho

Gerrit Stols, Jeanne Kriek & Ugorji Iheanachor Ogbonnaya (2008) dispensed the

relationship between teaching practices and students' achievement in mathematics. The

purpose of this study was to evaluate the connection between mathematics student

achievement and teachers' instructional strategies in the Maseru District of Lesotho,

Southern Africa. A self-report instrument—Mathematics Teaching Opinionate Scale

(MaTOS)—was used to collect data from 40 Form C (Grade 10) mathematics teachers

about their teaching practices. Research has found that effective teaching methods

have a crucial role in fostering students' mathematical accomplishment. Therefore,

explain a substantial portion of the variance in student learning and achievement.