Questionnaire for Students

SECTION-I
This questionnaire is designed to evaluate The Impact of Cooperative Learning on
Students Motivation and Leadership in Mathematics at Elementary Level in Public
Sector Schools Your cooperation and contribution will be highly appreciated. The
provided information will be treated as confidential and used only for research purpose.

Particulars of Respondent

Name:______________________________________ F/Name: ___________________________________

School/ Institution: _____________________________________________________________________

Age:______________________ Gender:_____________ (Male)____________(Female)

Class __________________ Section ___________________

Locality _____________ (Rural) ______________________ (Urban)

Sector_______________ (Public) _____________________ (Private)

Note: Please tick ( ) the box that comes closest to your views.

Responses

SA= strongly agree A= agree UD= undecided DA= disagree SDA= strongly disagree

SECTION-II

Sr.No Statement SDA DA UD A SA

Planning for class

1 Teacher prepares lesson plan before teaching

2 Teacher asks questions for brain storming
3 Teacher deals with pleasant mood to students
4 Teacher comes to the topic with ice break activity
5 Teacher adopts relevant teaching method
6 Teacher exists supportive image
7 Teacher use to dress up well daily
Subject Matter Knowledge

8 Teacher effort to achieve objectives of the topic

9 Teacher enhance listening skills among students
10 Teacher develop speaking skills among students
11 Teacher promote reading skills among students
12 Teacher develop writing skills among students
13 Teacher deliver new knowledge to students
14 Teacher acquire the subject knowledge
Source of Motivation

15 Teacher motivate students towards desired goals

16 Teacher create mathematics learning environment
17 Teacher admire students for learning attitudes
18 Teacher adopts warm up activities in mathematics
Planning and Teaching Strategies

19 Teacher select effective teaching methods

20 Teacher achieve objective in mathematics curriculum
21 Teacher prefer activity based teaching method
22 Teacher check previous knowledge of students
23 Teacher adopts brain storming strategy
24 Teacher make lesson plan regularly
Teaching Methodology

25 Teacher understand process of teaching practice

26 Teacher adopt easy teaching methodology
27 Teacher adopt modern methods in mathematics
28 Teacher use ICT during the mathematics class
29 Teacher attend teacher training program
30 Teacher teach in a comfortable way
Social Interaction
31 Teacher welcome his/her students first
32 Teacher allow students to be seated voluntary
33 Teacher call his students with their full names
34 Teacher perform responsibilities honestly
35 Teacher work in groups rather than individual
36 Teacher observe students sitting in all corners of
 class
Learning environment/ Ethical values

37 Teacher adopt democratic values in classroom

38 Teacher ask questions to check previous knowledge
39 Teacher observe the light arrangement in classroom
40 Teacher cooperate during teaching practice
41 Teacher keep classroom airily and examined
42 Teacher solve conflicts through Islamic teaching
43 Teacher maintain ethical behavior in classroom
Assessment and Evaluation

44 Teacher assess students through formal method

45 Teacher observe students during the activities
46 Teacher appreciate students during formative
assessment
47 Teacher change the strategy after assessing students
during activity
48 Teacher know the various methods of assessment
Motivation and Leadership

49 Teacher deals with positive attitude

50 Teacher cooperate with students
51 Teacher build confidence through activities
52 Teacher respects the ideas of students
Literary Activities

53 Teacher arrange debate activities

54 Teacher organize quiz competition activities
55 Teacher arrange cultural events
56 Teacher organize social events

1. Enlist any three (03) difficulties that students face in learning mathematics.
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2. Give any three (03) guidelines to improve learning of mathematics at Elementary level.
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