A SURVEY ON THE PERCPETION OF ROLE PLAY ON PUPILS INTEREST AND ACADEMIC PERFORMANCE IN MATHEMATICS AT THE MIDDLE LEVEL

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A SURVEY ON THE PERCPETION OF ROLE PLAY ON PUPILS INTEREST AND ACADEMIC PERFORMANCE IN MATHEMATICS AT THE MIDDLE LEVEL

CHAPTER ONE

INTRODUCTION

Background of the study

The lack of interest in math or natural sciences is one of the most frequently voiced causes for concern in the debate surrounding education, at least in Germany. It has been seen time and again that pupils lose their enthusiasm for physics, chemistry and math once they reach eighth or ninth grade. But is this inevitable? And if not, how can teachers steer a different course?

Education researchers from TUM have been investigating classroom dialog – the way that teachers and pupils communicate with each other. “Studies have shown that most math and science teachers use a rigid style of communication to get their subject across,” says Prof. Tina Seidel of the TUM School of Education. “Their teaching methods involve closed questions and they hardly ever encourage discussion among the pupils. Furthermore, they rarely give feedback.”

Teachers become comfortable relaxing control

Recognizing and correcting these well-established patterns of behavior is extremely difficult for teachers, given the stressful and complex nature of their work. That is why TUM researchers have teamed up with peers from Stanford University to develop a 20-hour further training program that runs over the course of one year. A group of math and physics teachers for eighth and ninth grade pupils of German secondary schools learned how to open up classroom dialog, engaging with as many pupils as possible while also giving them individual attention.

The most important training tool: video recordings of the seminars and of actual class time, which the participants used to analyze their performance. “By the end of the course, the teachers were comfortable relaxing control, even on difficult topics,” continues Seidel. “They were also able to tell pupils during the lesson where they were doing well and the areas they needed to work on.”

The content of one-day workshops is quickly forgotten

A control group of teachers attended traditional professional development training on the same topic at the same time. The pupils of all the participating teachers were interviewed by the researchers. One question explored the pupils’ basic interest and perceived strength in each subject at the start and then at the end of the year. The pupils were also asked to comment on how motivated they were at the end of each class and to assess their level of competence.

Statement of the problem

There may have been previous researches in this subject. This work gives further explanations and analysis in a survey on the percpetion of role play on pupils interest and academic performance in mathematics at the middle level