Internal Motivation and Students’ Knowledge of Math

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dc.citation.epage342
dc.citation.spage317
dc.citation.volume23
dc.contributor.authorZubac, Marina
dc.contributor.authorMilinković, Dragica
dc.contributor.authorMarković, Olivera
dc.date.accessioned2023-09-19T12:29:25Z
dc.date.available2023-09-19T12:29:25Z
dc.date.issued2021
dc.description.abstractThe aim of this research was to determine whether teaching mathematics in an interesting way has an effect on increasing motivation and success of high school students. With this purpose, an experimental research was carried out with comparative groups in high schools in Čitluk, Ljubuški and Mostar on a sample of 300 students. Interesting teaching methods were utilised with students in the experimental group, while the control group worked in a traditional way. The survey questionnaire and the test of knowledge served as measuring instruments. Testing was performed at the beginning and at the end of the study. Lykert-type scale was used to test internal motivation while statistical significance of statistical significance of differences was measured using the mixed ANOVA model 2x2 and t- test. The results show a better effect of interesting teaching on the success of students, as well as an increase in students’ motivation to learn mathematics. Therefore, it is recommended to apply interesting methods in teaching mathematics.
dc.identifier.doi10.15516/cje.v23i2.3512
dc.identifier.urihttps://vaseljena.ues.rs.ba/handle/123456789/804
dc.language.isoen
dc.publisherFaculty of teacher education, Zagreb, Croatia
dc.sourceCroatian Journal of Education
dc.subjecteducation; learning; modern methods; teaching
dc.titleInternal Motivation and Students’ Knowledge of Math
dc.typeArticle
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