| dc.description.abstract | Mathematics is a profound and fascinating domain, intricately connecting the
threads of logic, patterns, and the very essence of the universe. Mathematics education
is crucial globally due to it’s connection to artificial intelligence, machine learning,
data science, climate modelling, infrastructure development, and other scientific
issues. The importance and contribution of Mathematics to the world is uncountable
as it continues to play a crucial role in our day-to-day existence and will continue to
influence future generations. In spite of the importance of mathematics education, the
students express a variety of unfavourable attitude towards mathematics which
includes fear of mathematics, lack of interest in mathematics, negative attitude as well
as naive beliefs related to Mathematics. To strengthen Mathematics education,
research should focus on a holistic approach which emphasizes both cognitive and
affective outcomes in learning to make Mathematics learning enjoyable and
meaningful. This includes the use of a variety of strategies by teachers, emphasizing
that mathematical skills can be enhanced through practice and effort, and that making
mistakes is a natural and valuable part of the learning journey. If the teacher designs
a suitable instructional strategy for the learning of Mathematics, the students’ beliefs,
interest, motivation to learn Mathematics and to select Mathematics for higher
education can be nurtured. Thus, the investigator decided to find out the effectiveness
of a value based approach in Mathematics to enhance cognitive and affective
outcomes of learning Mathematics. Hence, the study aims to find out the effectiveness
of Process Stage Model to enhance learning outcomes in Mathematics such as
Achievement in Mathematics, Logical Reasoning, Achievement Motivation in
Mathematics, and Mathematical Beliefs and to reduce Mathematics Anxiety among
secondary school students. The findings of the study indicated that the Process Stage
Model is effective for enhancing Achievement in Mathematics, Logical Reasoning,
Achievement Motivation in Mathematics, and Mathematical Beliefs of secondary
school students. Results also indicated that the Process Stage Model is effective for
reducing Mathematics Anxiety of secondary school students. | en_US |
