MY NEW PROBLEM STATEMENT...

I've made some changes for my problem statement. Hopefully this one is better than before...

PROBLEM STATEMENT...

Management is the process of designing and maintaining an environment in which individuals, working together in groups, efficiently accomplish selected goals. (Koontz & Weihrich, 2006). This shows that management is a very important process for each and every organization to apply in theirs. The terms organization can not only applied on companies and associations. According to a blog named Mr Baker’s Math Class, classroom can also be seen as an organization and a teacher is considered as the manager. Teachers need to know the best way to manage the classroom in order to attract students to listen and pay attention in class other than be interested in the subjects being taught. It may seem like an easy job but it is not. A list made by a website, www.careeroverview.com and was posted on February 6^th, 2011 stated that a public school teacher was ranked 12^th in the list of The 25 Most Difficult Jobs in the World. It also described that one may not likely to lose their life to the teaching job but probably lose some sanity.

According to the administrator of the toptens.com, a list on Most Boring Subjects in School was made 6 years ago and has been voted on over 1000 times since. Mathematics is placed as the Most Boring Subjects in School followed by Spanish and Science. It is so boring that actually chewed 3 gums to keep me awake for the worst 50 minutes of my daily life in college (Anonymous, 2007). There are many possible reasons for the attitudes. This might have happen caused by the classroom management shown by their teachers. There have been several studies on math anxiety (Ho, H., Senturk, D.,Lam, A., Zimmer, J., Hong, S., Okamoto, S., Nakazawa, Y., Wang, C.,2000; Ma 1999; Cates & Rymer, 2003) that may have something to do with the classroom experience (Schefele & Csikszentmihalyi, 1995). Therefore, the purpose of this study is to determine whether classroom management influence students’ satisfaction in Mathematics class.

PROBLEM STATEMENT

WAYS OF LEARNING MATHEMATICS IN CLASS EFFECT THE STUDENT’S ACHIEVEMENT

PROBLEM STATEMENT

Students’ achievement can be considered as an asset to schools as it reflects the ability of the organisations lead by a principal in teaching and providing knowledge and the right learning skills. According to a research by Zainudin Abu Bakar, Tuan Haji Meor Ibrahim Kamaruddin and Tan May Yang (2009), mathematics has a privileged position in Malaysia education system. This occurs as Mathematics has become one of the compulsory subjects taken by all students in the school system starting from Ujian Penilaian Sekolah Rendah (UPSR), Penilaian Menengah Rendah (PMR), Sijil Pelajaran Malaysia (SPM), and apart of Sijil Tinggi Persekolahan Malaysia (STPM).

            Although its important our students have showed a decline in the number average score as reported by Isahak Haron, Berita Harian on the July 3^rd, 2009 where according to a research conducted by the Trends in International Mathematics and Science Study (TIMSS 2007), the min score for Mathematics was 474 points compare to 508 points on 2003 and 519 for 1999.

            There are many factors which could influence a student’s achievement in Mathematics. The highest factor influencing the achievement is the teacher’s attribution which also links the teaching practice. (Mohamed Z.G. Al-Agili, Mustafa Bin Mamat, Lazim Abdullah & Hamdan Abdul Maad, 2012). The purpose of this study is to determine if the ways of learning Mathematics effect student’s achievement among Malaysian student.

References: 

http://www.zamrimohamad.com/pdf/Berita%20Harian%20Online%20Bahasa%20Melayu%20untuk%20Sains,%20Matematik%20tetap%20realistik.pdf

Mohamed Z.G. Al-Agili, Mustafa Bin Mamat, Lazim Abdullah & Hamdan Abdul Maad   (2012). The factor influence students’ achievement in mathematics: a case for libyan’s students. World Applied Sciences Journal, 17(9), 1224-1230

Zainudin Abu Bakar, Tuan Haji Meor Ibrahim Kamaruddin and Tan (2009). Pengaruh sikap, minat, pengajaran guru, dan rakan sebaya terhadap pencapaian matematik pelajar. Retrieved September 27, 2013, from http://eprints.utm.my/11310/

MICRO LEVEL OF WRITING LITERATURE REVIEW

Example 1:
Faizah, A.M. (2011). School-based assessment in Malaysian schools: the concerns of the English teachers. Journal of US-China Education Review, Vol. 8, No. 10, 2011. ISSN1548-6613

Original Text	Summary
Problem Statement	According to Faizah, A.M. (2011), there are lacking of study conducted on school-based assessment in Malaysia
Objective	Study the awareness of the Malaysian English teachers on school-based assessment
Procedures	40 English teachers around Malaysia were given the SOCQ as a guiding material
Findings & conclusion	Results shows multidimensional concerns among respondents

Example 2:

Lim, H.L, Wun, TY & Noraini Idris (2013). Superitem test: an alternative assessment tool to assess students' algebraic solving stability.

Original Text	Summary
Problem Statement	According to Lim, H.L, Wun, TY & Noraini Idris (2013), though some changes are done to evaluate students' performances and for the research studies the teachers will still face some problems.
Objective	To evaluate the level of capability on solving algebraic questions using linear equation of the Form Four (Grade 9) students.
Methodology	Evaluate the students ability based on SOLO model and collect data from the interview assessment.
Findings	Results shows that different students with different abilities have their own ways on solving the problems suggesting that the teachers could use various tools to evaluate them according to their levels.

Example 3:

Azlin Norhaini Mansor, Ong, H.L, Mohamad Sattar Rasul, Rose Amnah Raof & Nurhayati Yusoff. (2013). The benefits of school-based assessment. Center of Science and Education 9(8), 101-106.

Original Text	Summary
Research Question	Azlin Norhaini Mansor, Ong, H.L, Mohamad Sattar Rasul, Rose Amnah Raof & Nurhayati Yusoff. (2013) studied on the advantages of the evaluation of academic performances based on SBA towards teachers and students.
Objective	To find benefits in carrying out SBA in a language based subject for teachers and students other than understanding the needs of it.
Methodology	Observe and interview three experienced Year 1 Chinese language teachers from different schools.
Findings	Implementation of SBA has lead to positive manners and outcomes in the teaching skills of the Chinese language teachers.