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The Study of Problems in Learning the Calculus and Geometry 1

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 146
th
Proceedings of the 7 International Conference on Educational Reform (ICER 2014),
Innovations and Good Practices in Education: Global Perspectives

The Study of Problems in Learning the Calculus and Geometry 1

Chanokgarn Sahatsathatsana, Banjong Jongrak, Wannaphol Phimphasalee

Rajamangala University, Thailand

Abstract

The purposes of this study were to study the problems in learning the Calculus and
Geometry 1 course and to propose the suggestion in managing the Calculus and
Geometry 1 course. The informants were 8 students who failed reenrolled in the course
of Calculus and Geometry 1 more than 1 time and 3 Mathematics lecturers. The
research instrument used in data gathering was in-depth semi-structured interview
protocol. The data obtained were analyzed and presented qualitatively.
The results revealed that:
1. There are two kinds of problems which are the problems from the students
themselves including the background of students, the neglect of learning, unable to apply
the knowledge, frequently absences, do not pay attention in learning, do not like
Mathematics, do not like calculation, and do not like to do practice, and the problems
from the subject itself which are a lot of formula, a lot of content, and the difficulty of
subject.
2. The results from suggestion revealed that there should be the Mathematics
remedial course for students to give them the necessary basic knowledge before studying
the Calculus and Geometry 1 course, the suitable learning environment should be created
to promote the effective Mathematics learning such as comfortable classroom facility and
the numbers of student in classroom.
Keywords: Geometry, Calculus, Mathematics, Problems, Qualitative

Background of the Study the subject that helps the thinking

Mathematics is one of many subjects
leading to the development in sciences,
technology, economics, and society. It is
also the basic for research. It is
generally accepted that Mathematics is an
important factor affecting human
development in terms of creative, logical,
and critical thinking. It is also helps
improve the maturity of learners
physically, emotionally, and socially
(Phiphitkul, 1984). According to
Trairatworakul (1990), there are two
dimensions of Mathematics. The first one
is the fundamental which is the people
who had the knowledge of Mathematics
can apply it learning other fields and it
is the basic of sciences. The second on
is for supporting the development of
national economics in terms of learning
and applying. Regarding
Chueasuwantawee (1999), Mathematics is
process of the human to think reasonably
and logically. It is also valuable for
working and learning in the higher level.
Mathematics is a compulsory subject
required by all curricular in both
diploma and bachelor’s degree levels at
the Faculty of Agro-Industrial
Technology, Rajamangala University of
Technology Isan, Kalasin Campus. There
are many Mathematics subjects that
students have to take such as
Mathematics for Daily Life, Calculus,
Calculus and Geometry 1, and so on.
All students have to study and pass
them. However, the analysis of the
students’ Mathematics learning
achievement revealed that the results in
the Calculus and Geometry 1 subject is
not satisfy. It showed that many students
failed in this subject. Some of them
reenrolled this subject for two or three

th
Proceedings of the 7 International Conference on Educational Reform (ICER 2014),
Innovations and Good Practices in Education: Global Perspectives
times. Since Mathematics is very
important as mentioned earlier,
Mathematics teachers should try to
provide the Mathematics knowledge to
students effectively by improving
teaching method, teaching materials, and
solving the learning problems in
classroom. This inspired the researchers
to investigate the problem in teaching in
the Calculus and Geometry 1 subject and
to find out the possible solutions as
well.
The Purposes of the Study
1. To investigate the problem in
learning Calculus and Geometry 1
subject.
2. To find out the possible solutions on
teaching Calculus and Geometry 1
subject.
Scope of the Study
1. Research Design
The qualitative research method was
employed in this study to investigate the
problems and possible solution in
teaching Calculus and Geometry 1
subject in the first semester of the 2013
academic year.
2. Populations and Informants
The population this this study were
378 students of the Faculty of Agro-
Industrial Technology, Rajamangala
University of Technology Isan, Kalasin
Campus who were studying the Calculus
and Geometry 1 subject in the first
semester of the 2013 academic year. The
informants were eleven students received
from the purposive sampling method
based on the times of enrolment in the
Calculus and Geometry 1 subject and
three Mathematics lecturers who teach
the Calculus and Geometry 1 subject.
3. The Research Instrument
The research instrument employed to
gather data in this study was interview
protocol created by the researchers by
adapting from Fonglam (2013).
Data Collection
147
As mentioned earlier that the
qualitative research method was
employed in this study, the data were
gathered qualitatively as well. The focus
group and in-depth interview techniques
were used to gather the data from the
informants.
Data Analysis
According to the qualitative research
method used in this study, the obtained
data were analyzed qualitatively through
the descriptive analysis to find out the
problem in teaching in the Calculus and
Geometry 1 subject and to find out the
possible solutions as well.
Results
The researchers analyzed the data
obtained from the in-depth interview
through the three phases of the coding
technique (Cresswell, 2002) including
open coding, axial coding, and selective
coding by doing the following steps:
1. The researchers carefully read
through the answers from the in-depth
interview regarding problems and
possible solution on learning in Calculus
and Geometry 1 subject.
2. Each answer which was consistent
and proper in the present investigation
was accordingly identified, and the codes
were then given to such opinion (Open
Coding). The researchers had to be very
carefully at this step to ensure that every
single reported answer was identified
accurately and properly based on the
purposes of this study.
3. The researchers started to find out
the similarities and differences among the
reported answer. It was found that the
informants produced altogether 139
statements about problems and possible
solution on learning in the Calculus and
Geometry 1 subject. The researchers
started to categorize these statements for
the next step.
4. The researchers had to group these
139 statements according to the
similarities of the context or situation in

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Proceedings of the 7 International Conference on Educational Reform (ICER 2014),
Innovations and Good Practices in Education: Global Perspectives
which the answers reported employing by
informants (Axial Coding). The
researchers tried the introductory and
there were 10 groups of statements.
5. The researchers considered these
answers according to the problems and
possible solution in learning in the
Calculus and Geometry 1 subject”. As a
result, the researchers had to read very
carefully every statement to make sure
these reported statements in each group
shared the similar characteristics in the
context. Finally, based on the 139
statements, 10 main groups occurred.
6. The researchers did some revision
and made discussion with colleagues. At
this step, the working on definition for
the present study was also taken into
consideration when classifying the
occurrence problems and possible
solutions (Selective Coding).
Reclassifying the introductory reported
problems and possible solutions creates
the four main categories of opinions.
These include: a) the background
knowledge of students, b) the difficulty
of the subject itself, c) the learning
atmosphere, and d) providing remedial
courses in basic Mathematics
respectively.
Discussion
1. The results revealed the three
problems in learning Calculus and
Geometry 1 subject including the
background knowledge of students, the
difficulty of the subject itself, and the
learning atmosphere. Based on the
problems in learning Calculus and
Geometry 1 subject, the results from
both students and teacher correspondently
revealed that students’ Mathematics
background is the most important
problem. This made the students does
not understand the lesson, cannot
remember the formulas, do not like to
attend class, do not like to do the
assignments, and do not pay attention in
learning. This was corresponded with the
study of Suratrueangchai et.al. (2006)
148
who studied the problems and classroom
management of the lecturers at Burapha
University and found that most of
students lack of learning intention,
readiness, responsibility, disciplines,
background knowledge, too big class
size. This mad the students failed in
learning in Calculus and Geometry 1
subject.
2. The results from the informants
reported that providing the remedial
courses in basic Mathematics and
improving learning atmosphere are the
possible solution of the problems in
learning Calculus and Geometry 1
subject. Regarding the problem of
Mathematics background of the students
mentioned above, the first possible
solution for this problem is to provide
students the Mathematics remedial
courses that are the basic for studying in
the Calculus and Geometry 1 subject to
help students pass it. This was supported
by the study of Fonglam (2010) who
studies the problem of Mathematics
learning of the first year students of the
private universities in Bangkok. The
results revealed that there should be the
Mathematics remedial course for students
at least once a week.
The results of this study also suggest
that the appropriate learning atmosphere
could help students learning successfully.
This also confirmed by the study of the
Office of Private Education Commission
(1988) who states that the learning
atmosphere helps promote the students
learning in terms of attention, motivation,
and relationship between teacher and
students. This could be said that good
learning atmosphere could help students
learning successfully.
Conclusion
This study aimed at investigating the
problems and possible solutions for the
students learning Calculus and Geometry
1 subject at Rajamangala University of
Technology Isan, Kalasin Campus
through the qualitative research method.
 149
th
Proceedings of the 7 International Conference on Educational Reform (ICER 2014),
Innovations and Good Practices in Education: Global Perspectives

The informants reported three problems

in learning Calculus and Geometry 1
subject which are 1) the background
knowledge of students, 2) the difficulty
of the subject itself, and 3) the learning
atmosphere. However, the results of this
study revealed the possible solutions
including providing the remedial courses
in basic Mathematics and appropriate
learning atmosphere respectively.

References

Chueasuwantawee, C. (1999). Teaching in Mathematics. Department of Cirriculum and

Instruction, Faculty of Education, Srinakharinwirot University, Bangkok.
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Puttikul, Y. (1984). The use of songs in teaching Mathematics. Faculty of Education,
Chulalongkorn University Journal. Vol 18(2), 19 – 28.
Suratrueangchai, W. et.al. (2006). The study of teaching context and problems of the
lecturers at Burapha University. Retrieved on August 18, 2013 from :
http://www.edu.buu.ac.th/journal/Journal% 20Edu/Link_Jounal%20edu_17_2_8.pdf.
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Creswell, J. (2002). Educational research planning, conducting, and evaluating quantitative
and qualitative research. Upper Saddle River, NJ: Merrill.

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