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APPENDIX - A

Rating Scale to identify the Difticulty Areas in Matl~ernntic~ fol-

(VIII / IX / X Class) Students

ENGLISH VERSION

personal data

Name of the Student:

Sex:

Age:

Class:

Boy 1 Girl

in years

Nanie of the School:

Place:

Dear Student,

Some of the units fi-om your mathematics textbook may be difficult for you to

understand. That may be due to difficulty of mathematics to you, or though your teacher

is good at teaching you may not understand properly, or your teacher may not know somc

of the contents thoroughly, or he may not teach you in such a way that you understand it.

The contents of the mathematics textbook are given in this questionnaire in a serial

order. Indicate which of them are difficult to you, why they are difficult, and also the

extent to which they are difficult, whether to the maximum extent, or to the n~uderitte

extent, or to the least extent, with a tick mark against them in the colunlns provided.

If you find any chapter easy content-wise or teaching -wise or learning -wisel

then don't indicate such topics with the tick mark.

Express your opinion without any fear. The reason is there is no chnnce for

anybody to see this questionnaire except the researcher.

S. NO.

2

3

4

5

6

7.

- - .~

Annual inco~nc of Ihe family ---

Information of the fanlily

R. Yasoda Lecturer IASE., SVUniversity TIRUPATI.

Relation with the Family member

Father

Mother

Elder brother

Elder sister

Younger brother

You~~#ister

Educational Qualifications Occupation

VIII CLASS:

F- Chapter

No.

1

' 2

- 3

4

5

6

7

8

9

10

11

12

13

14

15 .

Content

Review of Real Numbers

Commercial Mathematics

Mensuration

Sets and Relations

Ele~nentary Nuinber Theory

Exponents

Polynomials

Factorisation

Linear Equations

Linear Inequations

Introduction to Geometry

Straight Lines

Triangles and Polygons

Circles and Concurrent Lines in Triangles

Symmetry

Content

Max. Mod Max.

difficulty

Least Illax.

Teaching

Mod

difficulty

Least

.. Learning - ---.- difficultv -

klod Least . -. - -. - - 1 1 . .- - .... ?

--- I . --

-

i

-

IX CLASS:

X CLASS:

Statements and

8

9

10

11

12

Analytical

Geometry

Trigonometry

Statistics

Matrices

Computing

Appendix-A RATING SCALE TO IDENTIFY THE DIFFICULTY AREAS IN

MATHEMATICS FOR-TEACHERS English Version

personal Data

Name of the Teacher Sex M / F Age

~ducational Qualifications: 1) General: 2) Professional:

Experience

Name of the School & Place

Dear Sir/ Madam,

YOU may have a lot of experience in teaching of mathematics for students of different classes. You might have observed that many students are afraid of mathematics at school level. We all know that many students fail in mathematics in the X class examinations. In the present curriculum, some of the newly introduced topics in VIII, IX and X class textbooks are difficult to the students but also to the teachers. Though you are thorough with some other topics, there is every chance that you may find difficulty in teaching them to your students. But some topics may be difficult to the students though You are te'ach them efficiently.

This questionnaire is framed therefore to know the difficulty areas, and to what extent they are difficult to the students and teachers content wise, teaching wise and learning wise.

Though a topic is easy for the teacher to understand, it may be difficult for him to teach that topic. Similarly, though the process of teaching is good, it my be difficult for students in understanding, as it is upto to the level of students. Sometimes, even the easy topics may not be taught we]] by the teachers and understood well by the students.

Therefore, kindly indicate which of the contents given in this questionnaire difficult' and in what aspects they are difficult and to what extent they are diRcult. rW2a.ch can be completed successfully with your cooperation.

R. Yasoda Lecturer

S.V. University

vlll CLASS:

IX CLASS:

Appendix - A Rating scale to identify the difficulty areas

in Mathematics for (VP[I/IX/X Class) students. Telugu Version

c v a&o6 @ Chapter ra;s 36g@3& S6on-tr3, 8 4 3 360nrrS. o$$S$ 36orrrrd a& BoejLa p@a edSr amok (v') S Q ~ m j w tbGod$ob.

a a@[&ojro)53 @ci%@CB&ocr Sudob. a o M o % tk [3vjSOa dSj ni4 3 3 ~ 6 ~ 3i-3 ~15s.6dQ.

R. V ~ l s d a

Lecturer I.A.S.E.

S.V. u-

Appendix - A Rating scale to identify the diffculty areas

in Mathematics for teachers Telugu Version

~~~e of the Teacher

Sex

Age

Educational qualifications

1) General :

2) Profesional

Experience :

Name of the School

& Place

Dear sir I Madam,

R, Yasoda Lecturer I.A.S.E.

S.V. University

Appendix- B

PROBLEM CHECK LIST TO THE STUDENTS

English Version

Some of the problems related to learning mathematics are given below. All tlmsc

items may not be problems for you. For some students only some itctns ma!: h~

problematic and for others all items may be problematic. That too the inte~isity of' r11c

problems may differ from person to person.

Therefore, you first read all the items and put a tick mark for those problems.

whicli are really problems for you. Once again read only tlie problem items and indic;ut.

the intensity level of the item with a tick mark against it in the columns given below. Fw

example: if you think an item is most difficult for you then put a tick mark at high

intensity level, if it is less difficult for you, put a tick mark in low intensity level, and if it

is an average difficult item put a tick mark at moderate intensity level.

No item should be left un-attempted. Kindly express your opinion without fciir or

favour. The reason is there is no chance for anyone to see your responses except the

researcher.

1. Understanding mathematical formulas is difficult.

2. It is difficult to remember mathematical formulae.

3. 1t is difficult to draw the diagrams and graphs in mathematics.

4. Our mathematics teacher gives more problems for homework.

5. I commit more mistakes while solving problems.

6. Our teacher does not teach mathematics to be understood easiIy.

7. 1 do not understand what use I have if I learn mathsmDUn with such a difficulg.

8. Deriving alternative formulas from a given formula is difficult.

9. Our teacher does not use necessary teaching aids while teaching mathemti~s-

10. I do not understand the formulas given in the text.

I 1. The examples given in the textbook are not easy to understand.

12. There are number of mistakes in the mathematics textbook.

13. Drawing a figure suitable to.the given theorem is difficult.

14. Selecting the suitable formula for solving the problem is difficult.

15. Our mathematics teacher cannot teach in such a way that students understand the

lesson easily.

16. It is dificult to use geometrical instruments.

17. I am poor at mathematics mainly because the teacher frightens us by saying that

mathematics is a difficult subject.

18. I cannot solve problems in mathematics on my own.

19. I have no guide at home to teach mathematics.

20. Our teacher is particular that I should do mathematical problems only according

to the method taught by him.

2 1. I cannot do mathematics fast.

22. The problems given for homework are more difficult than those taught in the

classroom.

23. I cannot do homework on my own independently.

24. I am a&aid of participating in mathematical competitions.

25.' I do not wish to listen to my teacher even if helshe teaches a new chapter.

26. j will be waiting eagerly fix the completion of mathematics period.

27. Verificatidn of the in mathematics is difficult for me.

28. Our mathmatics tea&er does teach s&le ofme dificulf unifs like geamtry.

29. It is difficult to solve problen~s involving big numbers.

30.1 an1 unable to spend more time for doing mathematics.

3 1 . Our mathematics teacher does not teach the problems adequately emugh for

solving the exercises.

32.1 do not understand the relationship between different concepts in mathematicse

33. Our mathematics teacher does not give us a chance to do the problems Our

own.

34. Our mathematics teacher does not teach mathematics interestingly.

35. There are more number of difficult topics in the mathematics text book.

36. Our mathematics teacher does not discuss the essential previous knode dge while

starting a new chapter.

37. Our mathematics teacher teaches the items of his choice but not those of Our

liking.

38. It is difficult to suggest the suitable construction in proving the theorem.

39. Our mathematics teacha wastes time speaking on all matters except mathematJw

40. Our teacher does all problems by looking into the guide.

41. Our teacher teaches only some chapters effectively.

42. It is difficult to understand the language and symbols of mathematics.

43. Our teacher teaches only the examples given in the textbook.

44- Our teacher does not teach the difficult problems in the textbook.

45. Our teacher always insists that we should do only mathematics.

46. Our teacher teaches mathematics very fast.

p7. I do not understand the examples, which our teacher gives. I .

48. Learning mathematics is difficult as it is taught in the last period.

49. Our teacher does not ask the oral problems.

50.111 the class our teacher always puts questions to only the students wllo are good at

studies.

5 1. Our teacher does not award me good marks in mathematics.

52. Our teacher does not give the homework daily.

53. Our teacher does not correct my homework.

54. Our teacher never appreciates me.

55. Our teacher does not clarify my doubts in mathematics.

56. ?do not understand the linkage in the steps in solving a problem.

57. I am afraid of my mathematics teacher.

58. Our teacher cannot teach the problems which I do not understand in other ways.

59. Even though I study well my teacher always discourages me saying that I have no interest in mathematics.

60. My teacher scolds me for doing mathematics fast.

61. My teacher states that I cannot learn mathematics.

62. Our teacher does not bother even if I get low marks in mathematics.

63. Geometry is very difficult for me.

64. Our teacher never uses the geometry box while teaching.

65. In the earlier classes our mathematics teacher did not teach effectively.

66. My over crowded classroom is very inconvenient to me.

67. On the whole mathematics is a difficult subject.

- PROBLEM CHECK LIST TO THE TEACHERS:

English Version

Dear sirlrnadan~ '

Some problems relating to teaching-learning mathematics are given below. Of

these some may be problems for you and some others items proble~us for other teachers.

The intensity of the problem may differ from person to person. Few may not have

problems at all. However, the aim of this questionnaire is to know the problems faced by

teacher in teaching mathematics and to identify the intensity levels of these items.

The grades of intensity are given below;

1. To the least extent.

2. To the moderate extent.

3. To the n~aximum extent.

Hence, first of all, read the items carefilly and confirm whether you have a

problem in respect of the given item or not. In order to show whether a particular item is

a problem or not, use the first column. If you find the problem, show the intensity of

your problem. In order to show the intensity of the problem three columns are given. If

an item is a problem only to the least extent, put a tick mark against it in the first column.

If it is a problem to the moderate extent, put a tick mark in the second column and if the

item is a problem to the maximum extent, put a tick mark against it in the last column.

No item should be left un-attempted. Kindly express your opinion without fear or

favour. The reason is, Nobody has a chance to see yourresponsess except the researcher.

My research work can be completed successfully with your cooperation. , ,

1 1 My students do not have through knowledge of mathematics at the primary level.

2% The students are able to understand every problem given in the exercise unless is worked out on the chalk baard.

3 The students are not able to understand mathematics, as they arc nor regular to the - ,

school.

4. Students think mathematics as difficult subject because they are afiaid nf tl~c subject.

5. Students do not try to ask again to know the problems, which they do 1101 undcrstitnd.

6. Derivation of mathematical formulae is difficult for the students.

7. Students do not understand some of the theorems, riders ;llid coostrt~ctiolls in

geometry even if they are taught effectively.

8. Students are forgetting mathematical fonnulas.

9. Students commit more mistakes while solving problems.

10. Students do not pay attention while teaching mathematics.

11. Students find it difficult to identify the known and unknown data by analysing the given problem.

12. Students are unable to convert the given problem into symbolic forn~.

13. Time is not sufficient to correct the student's homework.

14. Students are afraid of examinations in mathematics.

15. Students are not able to write even the topics, which are known, to them in the examinations.

16. Students are unable to understand the given problem properly.

17. Selection of the suitable formula for solving the problem is difficult for the students.

18. Our authorities insist upon us to cover the syllabus in time.

19. Covering the syllabus in time is very difficult.

20. Because of the speed in teaching the students are unable to understand mathematics.

21. Teaching mathematics is diEcult due to over crowded classes. . . n. Teaching of mathematics is diffcult, as there are more topics, which are above the , -,

-level of students. .

23. Owing to the distinctness of the problems given in the exercise i t is compelled to

work out each and every problem on the board.

24. ~t is unfortunate to dwell on the topics today at secondary level, which I have studied

in my graduation.

25. It is difficult to select the suitable teaching method for some topics.

26. I do not have the teaching aids abundantly in our school for teaching mathematics.

27. It is difficult to select suitable teaching aids, which helps for proper understanding of

the topics in mathematics.

28. It is dificult to teach the difficult problem given in the text, as there are no hints

given in the textbook.

29.1 am unable to conduct special classes for backward students in mathematics.

30. Adequate number of figures and examples are not there in the mathematics textbook.

3 1. The content is not explained easily in the textbook.

32. The parents are not showing interest towards the education of their children.

33. The student is not able to allot more time for doing mathematics.

34. The illustrations given in the textbook are not sufficient to teach the problems given in the textbook. .

35. The print mistakes apparently appear in the answers given in the text gives rise to disturbance in teaching.

36. In-service training is not useful for teaching new topics in mathematics.

37. ~ e a c h i n ~ mathematics is difficult, as the= arc no teacher's handbooks.

38. Teaching to the *tisfaction of all the students is difficult.

39. Teaching the concepts which I cannot understand properly is difficult to teach my students,

. '40- .. 11 , is sad , that . during the in-smice,training p m g r & ~ the discussion is on the : , ,: ~ ~ n e ~ ~ ~ ~ a s p e o t s rather than what we need instantly-

41. lt is heart rending that the role of the teacher is denied in co~lstructing the cull.iculunl

(in deciding the syllabus).

42. he‘ teaching methods that are taught during the pre-service training are not suirablc

to the classroom teaching.

43.1 am unable to teach majority of topics in mathematics in order to be useful in real

life.

44. I am not contented as a mathematics teacher.

45. I all1 unable to cultivate interest among the students towards mathematics, a there are

110 books like fun with mathematics, play with mathematics, mathenlatical games etc.

in our library.

46.1 am unable to organise the programmes like mathematics clubs, fairs, quiz etc.

Appendix - B Problem checli list to the Students

Telugu Version

5~ ddth cJaB2$d@ 85 31422d @3&a 33~3th

5~06; l 3tlp5~0b krSu33 3U.~maj &r30Jd0 gio.

bSr dJt3 a q p d3j @d&u h=e",d .rpoor(&$wQ.

3~ ddb eQ a$eu guide XI 2 ~ 3 a&&.

Appendix - B h Problem check list to the Teachers .\ ~ ~ a r sir /Madam,

Telugu Version

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Appendix - C1

ATTITUDE SCALE TO THE STUDENTS

Pilot- Form (English version)

Wc do have certain options and attitudes toward mathematics. All these are

nlentioncd hclow. Bet out of these you may agree with some aspects and may not agree

so111t. o t l ~ a aspects. You may not have any clear-cut opinion in respect of few a

aspects. Hence, by going through the following convey to what extent you agree with the

items using a tick ( J ) niark.

For inslnnce, if you 'strongly agree' with the statement put a tick (4) mark against it in the lirsl colunln. If you just 'agree' with the statement, put a tick mark

against: it in thc second column. If you are 'undecided' with the statement put a tick mark

in the third column. If you 'disagree' with the statement, put a tick mark in fourth column. If you 'strongly disagree' with the statement, put a tick mark in the fifth bracket.

Please avoid answering 'undecided.' Express your opinion without fear or favour. There

is no chance for anyone else except the researcher to see your responses.

I take mathenlatics lightly.

I am afraid of participating in mathematical competitions.

I clu not worry about the problems, which I cannot solve.

I do not solve problems 011 my own.

I copy homework.

Our mathematics teacher draws figures neatly on the board. I dislike oral problems.

Learning mathematics will be useful in higher classes. I do not discuss with my fellow students the problems, which I fail to solve.

10 I dislike homework in mathematics. 1 1 I do not n fe r to other books of mathematics except my mdY3'natics textbook

12 I dislike mathematics,

13 I do not like our mathematics teacher.

14 Our mathematics teacher teaches better than our tuition master.

15 1 solve only the easy problems and leave dificult probl-

](I 0111' tc:t('lll'l. (111115 1101 1 ~ i l ~ l l ilgitill ;tnd agaill the problems, are not

~llltlcsstolltl I1y us.

17 1 (10 1\01 I l ; l \ . ~ hi~ljil r) l ' prilclisi~ig thc ~~roblems at ho~ne, which are taught in [lle

cI;~ssl~oolll.

I X \Yhilc tci~clii~~g our nIn1hcmatics teachcr does not question us to know whether we

a~itlcr'sti~n(l 111s Icsson or 11ot.

I0 Our lci1c11c1. ~ O L ' S 110t ~ I S C Leachi~lg aids to make the students understand the lesson

easily.

20 ~ L I S (v i i1.h~~ rhxs not wish to teach us lllathematjcs properly.

21 1 dislikc fiinny problems.

22 Our ntathc~natics teilchcr clarifies our doubts without any anger,

23 23.1 IIWC 11o interest in rut~tl~ematjcs,

24 24. Our mi~lllcr~~atics tcachcr teaches well some chapters only.

25 25.1 cln not havc habit of reading the new lesson in advance before it is taught.

26 1 (lo not write dr)wn properly the problems, which our teacher does, on the board.

27 Our iua[hcmatics teacher evinces special interest to make us understand the Icsson.

28 1 get my doubts clarified with my teacher whenever J come across doubts while solving problems.

29 1 leave tllc difficult problems given in the text.

30 I do not bother if I get poor marks in mathematics.

3 1 I dislikc nulrhematics examination.

32 Thcrt. is na use in learning mathematics.

33 I get by hcart mathematics. 34 1 do not devotc much time for practising rmthematics.

35 Life problems can be solved easily by learning mathematics-

36 I do mathematics only at the time OfeXaminations.

37 Our mathematics teacher never corrects homework. 38, 1 do not bother about b e progress of my feuow students in mthmatics. 39 As there were no public warns in the earlir classes I did not do m*atics

Properly.

40 Teaching mathematics for only one period everyday is not sufncienL

41 Tbm is no reltion behveerimtbanatics &d real life. 42 Our m ~ t h ~ ~ * i c s teacher wish% to teach cffactiveb'but he carnot*

43 I do not have be habit of doing matbematics daily. ' . ,

44 Mathematics develops the power of reasoning in the st*dmta. ' ' , .

Appendix-C1

A'T'Tl'HJDE SCALE TO THE TEACHERS TOWARDS

MATHEMATICS EDUCATION Pilot- Form (English Version)

Sirlmadam,

Tlle stiilc~r~cots given below are meant for research, which is related to the

attitude of teachers toward teaching-learning mathematics. You may or may not agree

wit11 the slatemcnr enunleratcd hereunder. Even if you accept a statement, the gravity of

your agreement may differ from item to item. Hence, kindly read each statement

carefully and signi@ your opinion by putting a tick mark in the brackets given. Please

find below the alternatives in respect of each and every statement. If you. ....

1. Strongly agree with the statement: Put a tick mark in the first column.

2. Agree with the statement : Put a tick mark in the second column.

3. Undecided with the statement : Put a tick mark in the third column

4. Disagree with the statement : Put a tick mark in the fourth column

5. Strongly Disagree with the statement: Put a tick mark in the fi~st CO~WM

No item should be left unattended. Please avoid answering 'Neutral' as far as

Possible. Do not bother about right wrong answer. What you feel about your teaching

work is the appropriate answer.

This questionnaire is essential for eliciting y o u views towards teaching-kuohg

mamernatics. Please record the responses that match your attitude to the given item.

Take it far granted &at this is meant for resemh purpose only- The views expressed by

you will be kept cptnfide&if. m a t we need is your accurate opinion, which !n ('urn

facilitates good mearch. For you )rind coopemtion I shall be ever grateful You.

1. Mathematics is n difficult subject for students.

2. Withoul praaicc, it is diflicult to do mathelnatics without committing

3. My studc~its ;ire nu1 ilhlc to do mathematics properly since they do not

understanding in Sundanicnlal concepts.

4. Thc cxal~lplcs givcrl 111 tcxlbook are not sufficient to teach the problems that are

give11 in thc cxcrcisc.

5. l'rintcr's tlcvils in tho answers crcate difficulties for the teacher and the taught.

6. The inconlpletc problems given in the textbook are posing a big problem to both

students and teachers.

7. The teachcrs' handbook is very much essential for teaching mathematics

effectively.

8. A spccial teacl~er is essential for teaching mathematics at the primary level itself.

9. The in-scrvicc training provided as at present is not very much usefuI to us.

10. Thc maill cause for students' phobia in mathematics is geometry only.

11. The students fail to understand the problems given in the textbook unless every

problctn is worked out oil the board.

12. In the pre-service and in-service training programmes emphasis should be laid on

latest techniques and methods and experiments in teaching.

13. Ilnporlance should be given to the comprehensive understanding of the contents

by reducing the formulas and theorems in the textbook

14. Most of the topics in geometry are nonetheless forcibly thrust on the students.

15, The experts imparting in-service training are not aware of the pmblems at the

school level.

16. Teaching of geomchy helps a lot to inculcate interest in the students towards

mathematics.

17. It is Absurd to say tbst thinking capacity in the student can be dmlOped

through teaching of mathematics.

18, Analysing a pmblem is Herculean task for the student while solving problem*

19. Mathematics teacher shoulders burden rather 9 ~ p o n ~ i b i l i N

20. ~n-scrvice training programmes are not arranged in the centers having

facilities.

21. The prime cause for studenk getting poor marks in mathematics is &e tea&m'

teaching only.

22. In view of the overcrowded classes I am unable to teach mathematics the way it

ought to be taught.

23. Syllabus cannot be completed if the teacher adopts the methods that are taught

during the training programme.

24. More time should be devoted to the demonstration of teaching skills rather than to

theoretical lectures, in the pre- service training programmes.

25. The present contents in the textbook fail to create interest in the students.

26. In teacher-training courses the innovative methods are not adopted in lieu of the

general methods.

27. The main reason for the present problem is the formulation of the contents and

exercises keeping in view only the meritorious students of urban areas.

28. The teacher himself should prepare the teaching aids suitably for teaching in the

laboratory method.

29. The present in-service training programmes are not catering to the needs of

teachers.

30. I11 the mathematics textbook importance is given more to the number of problems

rather than to the concept formation.

3 1. In view of the paramount pressure from the higher authorities that every student in the class should pass the exam, I am unable to teach mathematics as it should

be taught.

32. Owing to the overcmwded classes, correcting the h~mwork is another

problem for mathematics teacher.

33. It is sad that the standards of mathematics in schools are increased far above the

level of the students' ability to face the competition in the higher classes.

34. It is unfair that exp-ced and &icient rnafhematics teachers are not involved

resource persons in the in-service training programmes.

35. Our authorities thi& about their importmce and recognition and least

bothered about o& problems.

36. n l c L C I I L I S ~ 01' ill-service training programme is not according to the objective of

conducling thc psog~~rnmc.

37. On accol~lit of l l ~ [act that the higher authorities direct up to teach only the

important lessons keeping in view the examination question paper, the education

systcm at prcscnt is clcfective.

38. 11 is hcart-rcndinp that the teachers ought to travel 2 to 3 kilometers for attending

thc in-scr-vicc t~xining programmes.

39. E ~ L I ~ ~ ap~x)r l~~~i i t ies are not made available by the authorities to all tlle teachers to

participstc in the in-service training programmes.

40. All topics fro111 the text must be taught only to the students who opt for

mathemiltics at the college level and for others it is enough if minimum levels of

learning arc reached.

41. Expericnccd teachers are not consulted before bringing out changes in the

curriculum

42. It is of no use if the resource persons for the training programmes are the experts

from thc university.

43. The present mathematics textbook is suitable to prepare the child to face the

.future competition.

44. It is not advisiible to thrust upon students very difficult problems and concepts at

the school level.

45. The reason for students' fear towards education is the present mathematics

textbook,

46. In-service training classes are not conducted to the teachers on convenient days.

47. There should be two parts in the mathematics textbook, one is the essential

conlponents and the other is optional components.

48. The teachers arc not informed in advance about the in-service mirdng

programmes.

49. There is no proper recognition and encouragrmslt for teachers who are adopting

new techniques and mahods in teaching mathematics.

Appendix -C, Attitude scale to the Students

Pilot From (Telugu Version)

&=$?&r11 '6~660 @oil, 89' a3 eso& bo6 airr eoAIS83 strongly agree a~rr e e ~ A g m e ~ g0d;5d ooPlde%- agree w3, 3 pip30 Neutral a$. 13.rQrr @DoAKSO~&W disagrees3 strongly disagree b3, 'V" WJZP 30506.

24. ;5r &&a $3CbB;3$ @ q & ~ &@a 8PP @@%&. 25. p1So B 4 r 3&~$251i$ emu bo&v d888oA @ u ~ b d h .

26. & ddtk bi+E 335 Bg&o& d8m yh@&. 27. & ?%&a dd&&& WrP e~@~swaB

$2 Bh&oe~.&.

28. aq,!~ur 3343~4, D& 3oifSn%- & Qd& a acu&&oe&.

29. e&jaAgoba g$$3 ag&w 30dkL.

30. b g ~ c d & ~ 5 ;5r&~a 5% 8L mGd6&.

31. B g ~ e , 3680% em;&.

32. Bg&m 3&16ihStlo 5: @&BS* d&. 33. b$ob a$Sdwb.

34. dg&o& d&&s ab&o wqao a&&.

35. 6 ~ ~ 6 0 5tt~Faer0 52 ~ O & W 3 e ~ 5 8 5 ~ ~ .

36. 388~Sth a g p a&&. 37. ; ~ r s $ p aasllr er0a33 B;&.

38. P 8k.3 a q t p aq,c "DPJSJ~ a$o&$b

39. &oo& dtiKi%$ 328 ;56@330&53d ~ g b w 30m30.%d&.

40. 6% b1 %a&& 33 crab.

41. r(dwE38. d3w~S SoooGod&.

42. S atf~a ad& S5PL zpm as$b&~b&g J$Jo&&o&~~

rr3 33jdh.

43. @a6w aa$m 3% e ~ b d & .

44. r(EB$o aq?@ 3 % ~ 30&&0a.

agree Agree Neutral DIP egme ~!rongly-

dls agree

Appendix - C, Atlitude scalc to the Teachers

rjr /htt~(/t~tn, I'ilol 1:or.m (l'clugug Version)

W O W & W N

W W N N N - O F 0 3 4 N - 2

o w m

t' t< a a 2% a e , v = ? g g 5 8 aohq g '; =$ rg . a y e , arr. 3@

3 5 % s $ @ @ 3 0 cY a s t.h Era 2s e w g €i ,J

g "E a qg ? f a 3 ' 3

P 7

- Neutral - is agre -

-

- jtrongl: is agre -

-

- - The Mean nttittldc Scores of fop and bottom groups of students and Discrimination

Index of different items in Pilot Form.

The Mean attitude Scores of top and bottom groups of teachers and Discrirllinntion Index of different items in Pilot Form.

Appendix - C3

ATTITUDE SCALE TO THE STUDENTS

FINAL FORM (ENGLISH VERSION)

We do have certain options and attitudes toward mathematics. All tllcsr nrr

mentiolicd below. But out of these you may agree with solne aspects and niay not agree

with some other aspects. You may not have any clear-cut opinion in respect of few a

aspects. Hence, by going through the following convey to what extent you agree with thc

items using a tick ( J ) mark.

For instance, if you 'strongly agree' with the statement put a tick (4) 111;lrk against it in the first column. If you just 'agree' with the statement, put a tick mark against it in the second column. If you are 'undecided' with the statement put a tick Inark

in the third column. If you 'disagree' with the statement, put a tick mark in fourth column. If you 'strongly disagree' with the statement, put a tick mark in the fifth bracket.

Please avoid answering 'undecided.' Express your opinion without fear or favour. There

is no chance for anyone else except the researcher to see your responses.

1 I take mathematics lightly.

2 I am afraid of participating in mathematical competitions.

3 I do not worry about the problems, which I cannot solve.

4 I do not solve problems on my own.

5 I copy homework.

6 Our mathematics teacher draws figures neatly on the board.

7 1 dislike oral problems.

8 Learning mathematics will be useful in higher classes.

9 1 do not discuss with my fellow students the problems, which I fail to solve.

10 I dislike homework in mathematics.

I I I do not refer to other books of mathematics except my mathematics textbook.

12 I dislike mathematics.

13 I do not like our mathematics teacher.

14 1 solve only the easy problems and leave difficult problems.

15 Our teacher does not teach again and again the problem, whicll are 1101 u n d e m d

by us.

16 1 do not have habit of practising the problems at honlr, which are taught in ,(,C

c1;issroom.

17 While leaching our mathematics teacher does not question us to know whc[her

understand the lesson or not.

18 Our teacher does not use teaching aids to make the students understand the less011

easily.

19 Our teacher does not wish to teach us mathematics properly.

20 1 dislike funny problems.

2 1 Our mathematics teacher clarifies our doubts without any anger.

22 23. I have no interest in mathematics.

23 24. Our nlatheinatics teacher teaches well some chapters only.

24 25.1 do not have habit of reading the new lesson in advance before it is taught.

25 I do not write down properly the problems, which our teacher does, on the board.

26 Our mathematics teacher evinces special interest to make us understand the lesson.

27 I get my doubts clarified with my teacher whenever I come across doubts while

solving problems.

28 I leave the difficult problems given in the text.

29 I do not bother if I get poor marks in mathematics.

30 I dislike mathematics examination.

3 1 There is no use in learning mathematics.

32 I get by heart mathematics.

33 I do not devote much time for practising mathematics.

34 Life problems can be solved easily by learning mathematics.

35 I do mathematics only at the time of examinations.

36 Our mathematics teacher never corrects homework.

37 I do not bother about the progress of my fellow students in mathematics. 38 As there were no public e m s in the earlier classes 1 did not do mathatics

properly.

39 Teaching mathematics for only one period everyday is not suficient.

40 There is no relation between mathematics and real life.

41 I do not have the habit of doing mathematics daily.

42 Mathematics develops the power of reasoning in the shldfots.

Appendkc3

ArrTITUDE SCALE TO THE TEACHERS

FINAL FORM (ENGLISH VERSION)

S i r I ~ l ~ i l d i ~ ~ ,

The stiitcments given below are meant for research, wl~ich is related to the

attitude of tcaclicrs toward leaching-learning mathematics. You may or may not agree

with the siaknie~lts Lumerated hereunder. Even if you accept a statenlent, ib gravity of

your agreetnent [nay differ from item to item. Hence, kindly read each statement

carefully and indicate your opinion by putting a tick mark in the brackets given. Pleasc

find below the alter~latives in respect of each and every statement. If you . . . ..

1. Strongly agree with the statement: Put a tick mark in the first column.

2. Agree with thc statement : Put a tick mark in the second colunm.

3. Undecided with the statement : Put a tick mark in the third column

4. Disagree with the statement : Put a tick mark in the fourth column

5 . Strongly Disagree with the statement: Put a tick mark in the first column

No itern should be left unattended. Please avoid answering 'Neutral' as far as

possible. Do not bother about right or wrong answer. What you feel about your teaching

work is the appropriate answer.

This questionnaire is essential for eliciting your views towards teaching-leaming

mathematics. Please record the responses that match your attitude to the given items.

Take it for granted that this is meant for research pupose only. The views expressed 41 you will be .kept confidential. What we need is your accurate opinion, which in Nm

facilitates good research. For your kind cooperation I shall be ever gmteful to You.

1. Mathematics is a difficult subject for students.

2. Without practice, it is djficult to do mathemtics without committing mis"kes.

3. My students are not able to do mathematics properly since they do flat h ~ v c

understanding in fundamental concepts.

4. The examples given in textbook are not sufficient to teach the proble&s that iirc

given in the exercise.

5 . Printer's devils in the answers create difficulties for the teacher and the taught.

4. The incomplete problems given in the textbook are posing a big problem to both

students and teachers.

7. The teachers' handbook is very much essential for teaching mathematics

effectively.

8. A special teacher is essential for teaching mathematics at the primary level itself

9. The in-se~ice Wining provided as at present is not very much useful to us.

10. The main cause for students' phobia in mathematics is geometry only.

I I. The students fail to understand the problems given in the textbook unless every

problem is worked out on the board.

12. In the pre-service and in-service training programmes emphasis should be laid on

latest techniques and methods and experiments in teaching.

13. Importance should be given to the comprehensive understanding of the contents

by reducing the formulas and theorems in the textbook.

14. The experts imparting in-service training are not aware of the problems at the

school level.

15. Teaching of geometry helps a lot to inculcate interest in the students towards

mathematics.

16.11 is to say that the thinking capacity in the student can be developed

tllrough teaching of mathematics.

17. Ana]ysing a problem is Herculean task for the student while solving problems-

1 8. Mathematics teacher shoulders burden rather than responsibility.

19. InVsnvice training programmes are not arranged in the centers having

facilities.

20. TIIC 11rime cause for students getting poor marks in mathematics is the ~ ~ a L . 2 r s v

~caching only.

21. 111 view of the overcrowded classes I am unable to teach mathematics the way it

ought to bc lilughl.

22. Sylliihus cannot he completed if the teacher adopts the methods that an taught

during the tn~irring programme.

23. Mort: time should be devoted to the demonstration ofteaching skills rather than to

thcorctical Icclures, in the pre- service training programmes.

21. TIic present contents in the textbook fail to create interest in the students.

25. In te;rchcr-training collrses the innovative methods are not adopted in lieu of the

general 11-icthods.

26. 'rl~c teacher himself should prepare the teaching aids suitably for teaching in the

laboratoty n~ethod.

27. The prescnt in-service training programmes are not catering to the needs of

tcuchers.

28. In the mathematics textbook importance is given more to the number of problems

rather than to the concept formation.

29. In view of the paramount pressure from the higher authorities that every student

in the class should pass the exam, I am unable to teach mathematics as it should

be taught.

30. Owing to the overcrowded classes, correcthg the homework is another major

problem for mathematics teacher.

3 1. It is sad that the standards of mathematics in schools are increased far above the

level of the students' ability to face the competition in the higher classes.

32. It is unfair that experienced and efScimt mathematics teachers are not involved as

resource persons in the in-service training programmes.

33. Our authorities think about their importance and recognition and are least

bothered about our problems.

34. The tenure of in-smice Mning programme is not according to the objective of

conducting the programme.

3. 11 is heart-rending that the teachers ought to travel 2 to 3 kilometers tbr attc*. ':lly

thc in-service training programmes.

36. E q ~ ~ a l opportunities are not made available by the auihol.ities to all the t c a c l ~ c ~ ~ ti,

~~articipate in the in-service training programmes.

37. All topics from the text must be taught only to the students who opt for

~nathe~natics at the college level and for others it is enough if mjn in~um lcvels of

learning are reached.

38. It is of no use if the resource persons for the training programnles are the experts

from the university.

39. The present mathematics textbook is suitable to prepare the child to face the

f ~ ~ t u r e competition.

40. The reason for students' fear towards education is the present mathematics

textbook.

4 1. In-service training classes are not conducted to the teachers on convenient days.

42. The teachers are not informed in advance about the in-service training

programmes.

43. There is no proper recognition and encouragement for teachers who are adopting

new techniques and methods in teaching mathematics.

Appendix -C, Attitude scale to the Students

Final From (Telugu Version)

w Student,

& ~ J . ; ~ . ~ E Q & I 'I(&&o ~ 0 % BV @d eob aPtlrr 3j-irr roR60Z strongly agree es5,3-4m ~ o h l 8 o d g M

65& e o f i g ~ $ agree ad. 3 vb50 arS@J Neutral ep3. &*&n- a~oAgBoYg2~3 disagree e3, strongly

agree a@. I)/' PJP ae-1306.

r5.4s,90533 5663 Neutral w& 3&q~;Sh s5~S08. @r ess)@&u;5, Q d 3 d L o w Scdo8. ao&boi?l

23, b5r aq,v ddQ FE3$ wg.#bireu m r ~ 8 Q k h .

24. 36 S%m d ~ % ~ ~ b & wmeu ;5uo&k d8kfIoh e c c r b 8 c h .

25. SF a'%> 3 3 3 a g ~ e a s~rr pkda.

26. blr B ~ , V e ~ d ~ && WT ~cpSca-aB

@$ 8 & 6 o b h .

27. a g ~ w 33.93& a=& ~50Z13&> ;5p e96& a B ~ R aw.s&oesa.

28. s ; ~ ~ $ p o B b a q $ 3 a g p sad&&. 29. B ~ L C b%d 3Ptb~c.u 5%- $51 ~ 4 5 6 & .

30. a g ~ o dBgo3 eco+h.

31. B8~e .x d&j$Sbo 3% @6?~a%b@r $61.

32. B $ ~ v ; 5 , e@ e~$J&r&..

33. agp;5, a & ~ s SL&O ~ P P ~ O $&a. 34. fi&b0 &$i)h;lM&o Jz && 3&3$~ &w$O~T 3@O&ffS&i).

35. s&&&& bp% a g k a a&&. 36. 5~ 8 % ~ $J& J33& soQd5 a$&. 37. 8es a q t + ~ ~ "PJ;~ $s20ags. 3s. 6 6 r 1 h ~ 6 0 % ~ 3 a g a s 0 ~ 3 a s p aar3&dtb. 39. 6%- % 3 8 6 6 BlfLeu 3%- a-ctb.

40, K ~ F ~ B , dSawaB S O D O C I O ~ ~ .

41. @9$w C3$),e.x 3% eca=&ndb.

42. fiEBdo &$:8 33Jr 3 3 Po&&oB.

StronDIY agree

Agree Neutral 01s "'~otlgly 01s agree

Appendix - C, Attitude scale to the Teachers

Dear Sir / M~dani , Final Form (Telugug Version)

desa 309, 3 eo;dhg 3(53 3 &6h 34$@&6 'c/' g~ & L I O ~ O ~ . eas6n& ~ e g s 0 $ & $ 5 4 ~

@bQ@% strongly agree ep3. &*&rr YQ@oJb$03)3 agree ks3. 38 a$modd$ $3 neutral (db?) oa

;5&tLr @BQ@oYrS98 disagreee~a. 36-rr @&@o;S6&% strongly disagree w3, 'd' 90' XP303ob.