A study to investigate the implementation of MI activities and its effectiveness in teaching mathematics

Author: Iloka Benneth Chiemelie

Published: 1/12/2013

CHAPTER 1

INTRODUCTION

1.1  Background of Study   

Motivational Interviewing (MI), is a person-cantered encouragement approach used to enhance internal motivation of an individual to change by exploring uncertainty and draft measures to correct them (Miller and Rollnick, in press). It is uncommon in the field of therapeutic intervention to prioritize resolution of uncertainty as a means of enhancing changes in adaptive behaviour. This is opposing to the numerous approaches in therapy used to aid clients in implementing change. Looking into the stages-of-change mode (Prochaska & DiClemente, 1986), MI is yields the most effective influence on individuals that are contemplating changes but has numerous hindrances (Theresa and Stephen, 2002). In essence, the uncertainties, irrespective of where they occur in the change process are a signal for the therapist to adopt motivational interviewing and not the action-oriented strategy. MI has its roots from the works of Rogers (1957) as it emphasis on egalitarian relationship and stresses on the importance of understanding in the therapeutic process. Although it is kind of different from the client-centred therapy, it still incorporates the same therapeutic goals in relation to the right direction for change by providing the necessary approaches for moving the client toward behavioural change. Motivational interviewing also borrows the principles of learning theory and behavioural therapy as it adopts them to accomplish the reinforcement in client (Theresa and Stephen, 2002).

Theresa and Stephen (2002) listed the four basic principles of motivation interviewing in practice as:

1.      Empathy should be expressed by adopting reflective listening to portray understanding of the client’s message;

2.      Discrepancy should be developed between the client’s most deeply held values and current behaviour;

3.      Work in line with resistance by adopting a more reflective approach rather than confrontation; and

4.      Support self-efficacy by building confidence in the change process.

Therefore, therapists are encouraged to adopt a more open questions about the client’s values and goals when using motivational interviewing as it is important to understand how they are discrepant with their current behaviour, and responds with reflection to portray a sense of understanding, while on the same hand avoiding argument when encountering resistance and giving them the hopes of possible changes to occur.

The only thing that therapists are attempting to do when using motivational interviewing is to talk the client into changing, rather than using direct persuasion. This takes place when the therapist is actively trying to enhance the client’s self-generated discussion for change. Contrasting with some other approaches to therapy, motivational interviewing doesn’t have focus on skills acquisition or restructuring of defence mechanisms.

Rollnick and Miller (1995) have also stressed on the need for therapist to be attentive to the hidden assumptions while using motivational interviewing. These assumptions implore numerous emotional connotations in exploring the approach instead of relying basically on techniques. These assumptions are:

1.      Intrinsic motivation can be enhanced but not imposed;

2.      Clients must be willing to lay down their uncertainties at certain points in order for motivational interviewing to occur;

3.      With the presence of uncertainties, direct persuasion becomes ineffective;

4.      The optimal relationship is egalitarian therapeutic relations; and

5.      A quiet and emphatic style is very important in initiating discussions about change

Since the conception of motivational interviewing by Miller & Rollnick (1991), the approach have been implemented in numerous cases such as diet and exercise changes (Berg-Smith et al., 1999; Rollnick, Mason, & Butler, 1999), HIV risk reduction (Carey et al., 2000; Carey & Lewis, 1999), and gambling (Hodgins, Currie, & el-Guebaly, 2001). This paper however, takes a different approach to the areas of implementation by studying the influence of motivational interviewing in convincing 4-5 years old pupils to gain interest in mathematics education, as well as illustrating the roles their teachers have to play in ensuring full adoption of the process and enhancing the desired change in the pupils.

The need for an approach that enhances mathematics learning in young children is important and this has been demonstrated by Sara (2009), who found that most of the pupils  in pre-nursery and nursery level experience difficulties in process mathematical questions especially when it comes to processing them in word format as most of these pupils  don’t have a clear pedagogical background. As such, teachers can be of great help by motivating them to increase their commitment towards process of mathematical question and that is the where Motivation interviewing comes into place. From a lay man’s view, MI is an approach to therapeutic study which involves the therapist coming close to the client in order to understand the obstacles that wage war against change process. In the case of the children, the need is to understand how their cognitive processing ability can be improved in order to help them understand mathematics easily.

1.2  Statement of Problem   

From the above analysis, the problem is the client’s resistance to learn mathematics, where the clients in this case are young pupils between the ages of 4-5. Mathematics has been associated with numerous objections from pupils  (Sara, 2009), because of the perception that it is a difficult subject as a result of the high formulaic and calculative approaches adopted in it. As such, young pupils are resistant to learn mathematics because it is not as interesting and fun as other subjects and this is the main issue in discussion.

Therefore, this paper will explore the subjects of resistance in order to understanding the reasons that influences young pupil’s level of resistance towards learning mathematics and understand how such reasons can be mitigated with IM approaches. In any case, the whole problem is not resistance centred as there could be other factors such as low pedagogical and cognitive processing abilities which is usually inherent in people of such age as they are still in the primitive stage of information processing. Thus, this paper will also look into the aspects as it will help in defining a clear view on the subject and topic of research. 

1.1  Theoretical Framework

Figure 1: Theoretical framework 

The theoretical framework is as illustrated in the figure 1: above. The first approach is to understand the concept of resistance and what it means to the topic of discussion in relation to factors that influence young pupils’ decision to resist changes. In view of that, the first section will also illustrate how the issue of resistance can be reduced.

The second approach is to understand the underlying elements in cognitive an pedagogical processing abilities that might be serving as hindrance to their desire to learn mathematics. This is because, most of children in this study are under trances ion and its important to understand other factors besides resistance that could be the reason why they are not interested in the learning process.

The third and final section in the literature review is to adopted approaches of motivational interviewing and understands how they can be applied to mitigate these factors. In view of that, the theoretical background will almost demonstrate how these approaches can be implemented in children.

1.1  Objectives of Study       

The purpose for this research is to implement MI activities in teaching mathematics in children, and to understand how such implementation can yield significant positive effects in the children’s willingness to change their attitude towards mathematics education. In view of that, the objectives are:

2        To understand the factors that influences children’s attitudes to learn mathematics negatively;

3        To understand the approach for adopting MI activities in teaching mathematics in the nursery and pre-nursery levels of education; and

4        To understand the effects of such activities in encouraging pupils to change their attitude towards mathematics education.

From the research objectives above, it can be seen that the this paper aims to understand the negative factors that influences young pupils ’ resilience to accept change, and how these factors can be mitigated. In line with that the second approach is to understand how MI activities can service as the mitigating factors for influencing young children’s willingness to adopt change in their academic life. The final approach is to determine the level of effectiveness this influence will be in the life of the children examined in relation to how it has helped influence their change attitudes either positively, negatively or without any influence.

1.5 Significance of Study    

This paper is significant for a number of reasons, the first is that if we consider that young children represent the future of humanity, then there will be a conundrum in accepting the fact that proper education will help to equip them with the right tools for establishing sustainability in the future. As such, improving their attitudes toward learning mathematics is important because the formulaic and cognitive processing instruments obtainable in mathematics will help in the development of their cognitive competence.

Additionally, mathematics is importance for the calculation of associated profits and risks involved in an activity, thus these young kids can use the gained competence to become better managers in the future. in the other hand, it is also important for researchers because the scope is based on a new area of study which has not be attempted before, thus this paper will help to gain insight on the application of MI in enhancing attitude towards education and as such influence academic performance positively.

1.6 Limitation of Study       

The main limitation of this paper is the narrow scope in which it is developed. The paper focuses only on the application of MI activities in enhancing the positive attitude of pupils aged between 4-5 years-old, and this limits the applicability of the findings in other people that falls outside the set age group. The set age group is very narrow and the overall value of this paper would have been improved if the age limit is expanded, as it will mean that this paper will serve as a background for understanding the effect of MI activities in influencing change attitudes in pupils . The expansion of the age group would also mean high data gathering and this would have impacted heavily on the feasibility and reliability of the findings from the positive side.  However, this limitation doesn’t condemn this paper to the last ditch because there is a right reason for choosing the age group. The reason is because the narrow age group will ensure that findings can be linked to specific people in relation to applicability. This is because, if the age group was well expanded, there could be limitation as to which age group the findings influences more and this can narrow the applicability as well. Thus, it is better to choose a narrow age group and identify the influence in this age group, which will then ensure high level of outcome form application of the finding. 

CHAPTER 2

                                                     LITERATURE REVIEW

2.1 Introduction       

Following the developed theoretical framework, this chapter will look to review relevant theories that are related to the contents in the framework. In view of that, this chapter will look into understanding the influence of resistance on the change attitude amongst young kinds, and the form of resistance experienced in this target group. Additionally, pedagogical and cognitive processing capabilities will also be explored in relation to how they impede young kids willingness to learn mathematics. The final approach will be to review the MI approaches that can be used to positively influence these kids to change their attitudes and the expected outcome from such influence.

2.2 Thinking Skills   

In the field of motivational interviewing, resistance is used to describe the outcome from an interaction between a therapist and the client (Theresa and Stephen, 2002). Similar to the multiplication equation, the carries different values which can be low or high depending on the influence factors. The first value is the client, who can have low or higher resistance to change. For instance, is the children are grouped and persuaded to change through MI activities, it can be seen that between the target group, there will be differences in the volume of resistance. This implies that some children will exhibit high resistance to the change while others will be more committed towards the change process. The second value of the equation is carried by the therapist, who will respond to the interaction either with high volume of resistance or low volume of resistance in relation to the expected outcome from such interaction. Therapist who respond to resistance from clients in a confrontational, argumentative, or persuasive ways are said to be showing signs of counter-resistance (Miller & Rollnick, in press). As such, it can be seen that both the client and the therapist have significant role to play in the outcome of the interaction. The therapist’s response of very important because high level of response have been linked to decrease in clients’ commitment will yield unfavourable outcomes (Miller & Rollnick, 1991). The most common situation where resistance occurs is where the client starts to experience hindrance on his or her level of freedom in the interaction. Brehm and Brehm (1981) named this response as ‘reactance”, and developed the theory that it cannot be changed to produce the desired counter-effect as the client usually perceives it as lose of choice. MI has been described as very helpful in handling this form of resistance (Theresa and Stephen, 2002), but there is no clear evidence that it can be used to handle other forms of interpersonal resistance.

On a more conclusive note, resistance should not be conceived as a sign of pathology from the client’s side; 

instead, it should be seen as the outcome from a changing complex behaviour. MI adopts a number of specific response patterns, in the form of both spirit and skills in reducing the level of resistance employed by a client, but it doesn’t see it as a form of denial or poor prognosis.

2.3 Conceptualizing and working with resistance

In MI approach, Theresa and Stephen (2002) described resistance as being the same with water analogy. The authors described the situation as being similar with what is faced by a person being swept across white water in a canoe. The canoeist could not want to paddle in the direction of incoming water waves, but will also like to paddle to safety. In the same manager the therapist will not want to provoke the client, but will also want the outcome to be in his or her desired favour. Miller and Rollnick (1991) made a description of this form of interaction as rolling with resistance. It has also been described as synonymous with the Aikido concept of “going to the ground” or “avoiding an attack by rolling out of its path, either forward or backward, then coming upright in a low, cantered stance” (O’Neil, 1997). This approach involves putting resistance aside in order to make sure that it doesn’t directly confront crucial MI activities, as direct confrontation will possibly yield increase in resistance instead of reducing it. Two categories of response have been identified in the form of reflective and strategic. There is a great need to remember that the spirit of MI as discussed earlier is the primary force in determining the response pattern a therapist should adopt. However, adopting any of this response patter without the right egalitarian and accepting spirits is likely to result in manipulative, harmful or cynical outcome.

Another areas that will be differences is the difference between reflective response and reflective listening, this is because the former have more directive components that can be used to move the interaction away from power struggle and place it in a more feasible position for facilitating change. It has also been noted by Theresa and Stephen (2002) that the therapist might decide to amplify the reflection, and this might result in over statement of the resistance. This leverages on the natural possibility of a person to speak against any of the the sides in decision, and it can increase the level of uncertainty. There is a high possibility of the outcome producing verbal reversal from the client, and it can move from the refusal frontline to a more negotiable base. The advantage of this type of amplified reflection is that the client, instead of the therapist is the one making the argument towards the desired change.

Another possible outcome from reflective response is a double-sides reflection, in which the argument made both for and against the change is made in a single line state, and it is usually joined with “and” or “but”. For instance, the therapist can tell the kid, “I know that you are a smart kid and enjoy reading maths, but you don’t have much time to practices your mathematical works.” However, this form of response can yield negative effects in the form of provocation, as the response might be contrasting with the preserved value from the client. For instance, if the kid devotes most of his or her time after school during revision on the mathematic notes, this statement could be viewed as a neglect of the efforts imported in the subject.

Important intervention for reducing resistance is specific response, as it overt the main goal of MI, as there is no possibility of change talk to appear in the mist of the argument. However, the main important resistance factor lies within a therapist’ approach and manner to conceptualize the main goals of the client (Theresa and Stephen, 2002). It has also been stated that resistance will not occur is the therapist have no genuine investment in the outcome of the interaction. However, it must be stated that resistance is high in situations where the therapist has invested heavily on the outcome of the situation and the client is not willing to commit to the therapist directions and persuasive arguments.

2.4 Pedagogical and cognitive processing in kids

It was Sara (2009), in her analysis of the factors that influences kid’s ability to learn mathematics in school that stated linked pedagogical and cognitive competence to be of high significance. This implies that kids who exhibit high level of these competencies will be more committed towards learning mathematics as they will be more able to understand the course outline when compared with kids who experience lower level of such competence.

In line with this argument, it can be stated that cognitive and pedagogical competences influence the level of resistance exhibit by the kids towards mathematics. This is because, when they are not familiar with the course outline, they will not easily be influenced by change processes presented by MI activities as there seems to be less interest in the subject due to the perceive difficulties associated with it (Sune et al., 2005). In that case, the teachers comes in as the role players in the sense that they need to design their course outline in such a way that none of the pupils  is left behind. However, this is better said than done as different people exhibit different levels of processing competence and the adoption of a uniform approach that will influence all the clients together is not really possible. Instead, all the teacher can do is to ensure that high level of commitment is put into the learning process in order to make sure that majority or the pupils  are committed towards the learning process. This will then increase the level of impact yielded by MI on the pupils.

2.5 Understanding the “Spirit” of motivational interviewing

MotivationalInterviewing.org (2013), presents one of the most condensed analysis of all elements of MI. In their analysis of the spirit of MI, it was stated that MI is more than just the use of technical interventions to change. It features by a given “spirit” or clinical “ways of being” which is the base for employing the techniques.

The spirit of MI is rooted in three main elements as: collaboration between the client and the therapist; evoking or drawing out the client’s ideas about change; and focusing on the autonomy of the client.

2.5.1 Collaboration (vs. Confrontation)

Collaboration is a form of partnership established between the therapist and the client, which is based on the client’s experienced point of view. This is in contrast with other therapeutic approaches that can means the therapist being more confrontation and imposing some form of perspective on the client’s behaviour and appropriate treatment (MI.org, 2013). The advantage of collaboration as identified by the group is that it helps in building trust rapport and facilitating trust in the relationship, but this doesn’t mean that the therapist should automatically agree to all requests presented by the client. Although the two parties might view things differently, the focus of the therapeutic process is to ensure mutual understanding and not defined the therapist as either being right or wrong.

In the case of kids, collaboration is highly important as confrontations can instinct fear in the kids and this will definitely reduce their level of participation. As such, in order for the therapist to gain the best insight and gather necessary information from the therapeutic process as well as positively influence the children’s attitudes toward mathematics, it is important that the therapist adopts a mild approach and great mutual understanding whereby the need of the kids are met, and the kids will provide appropriate information in return.

2.5.2 Evocation (Drawing Out, Rather Than Imposing Ideas)

This approach to MI, involves the therapist drawing out the thoughts and ideas from the individual, instead of imposing motivation and commitment opinions to change, and it has been described as the most powerful and durable change process when it comes to the client. MI.org (2013) stated that no matter the form of reason offered by the therapist as conviction for the client to change his or her behaviour, the change process is more likely to occur when the clients identify their own weaknesses and define reasons to change. Thus, the work of the therapist is to draw out the motivation and skills for change from the client, and not to force them or convince them to choose a change pattern.

This is correct in relation to the kids, as it has been stated earlier that differences exist in the level of commitment and change patter, as well as their level of cognitive and pedagogical processing abilities (Sune et al., 2005). As such, the kids will be more likely to create a sustainable change environment if they identify the factors that influence their resistance to learning mathematics and propose on their own individual level, the possible solution to such problem. In that case, all the therapist will do is to design the right program to facilitate such change and provide it for their teachers to implement the in their course outline. Eventually, the change process will prevail as the kids will understand the process involved based on the fact that they actually developed the change process themselves.

2.5.3 Autonomy (vs. Authority)

In contrast with some of change models that focus on the authoritarian figure of the therapist, MI recognizes the fact that the real change power is within the client. In that case, it is important for the individual to work in line with the steps involved in making the change process a reality (MI.org, 2013). On an individual level, it is empowering, but it can as well give them a high responsibility to undertake in the change process.

The idea of autonomy instead of authority is also important to the kids as it will help to ensure that the other two elements are invoked in the change process. This implies that when the level of autonomy is high, the client will be more collaborative, and in that sense, the client will be more willing to input efforts in the change process. When it comes to the kids, autonomy is vital because it allows them to handle the situation with their little imaginative sense, and it makes the work easier for the therapist as all that needs to be done is to observe the kids in the whole change process and make necessary amendment where its important.

2.5 The principle of motivational interviewing

Another area that MI.org (2013) pointed at is the principles that guide MI. The revelation is that there are four distinct principles that guide MI practices, and they aid in building on and bringing to life the elements of MI style. It is also stated that the therapist who wishes to employ MI in change process must adopt these principles throughout the treatment process. The principles are as discussed below.

2.6.1 Expression of empathy – the idea of empathy involves seeing the world from the client’s perspectives, that is thing about things the way the client thinks of them, and feeling what the client feels, as well as sharing the client’s experience. Basically, it involves the therapist putting his or herself in the clients’ shoes and feeling the pains that comes with wearing their problem. The benefit of this approach is that it provides the ground for hearing and understanding the client, and it also makes the client more honest with answers presented. This is in line with approaches adopted in Rogers’ (1975) person-centred therapy.

2.6.2 Support self-efficacy – this is an MI strength-based approach which is of the notion that client possesses within themselves, the capabilities to successfully change. There is a need for the client to believe that change is possible as it will instil hope in difficult situations and help the client to derive new means of solving the difficulties faced. There is high possibility that the client might have previously tried to solve the situation but couldn’t establish positive results, and this might have created a sense of doubt on their ability to succeed. In MI, the therapist needs to focus on their abilities and highlight necessary skills and strengths for success that is already inherent in the client.

2.6.3 Roll with resistance – as already discussed above Miller and Rollnick (1991) stressed on the importance of the therapist to roll with resistance and never give up no matter the level of frustration experienced in the change process. This implies that there is a need for the therapist to be motivated and committed towards producing the desired result from the client, as this is necessary to give the therapist fighting edge over some negative influences that the client might be welding on the whole interaction process. Additionally, the idea of resistance can also instil in the client that the therapist is committee towards helping him and this will eventually aid the production of favourable changes in the client. Also, rolling with resistance will offer the therapist an opportunity to gain more information on the situations facing the client and it will aid the development of a more effective solution to help the client overcome all these obstacles that wage war against change.

2.6.4 Develop discrepancy – another element that MI.org (2013) highlighted is the need to develop discrepancy, as the motivation for change occurs when people view the different between they are now and where they would desire to be, and therapist need to be familiar with the right skills that will help them in developing discrepancy in relation to the client’s current position in life and set goals. This is because, when client recognizes that their current position in life is below their set goals, they will be forced to input efforts in the change process and develop the right attitude to ensure that they forego their abnormalities and increase their effective strengths in order to attain the set goals.

In relation to the target group, these MI principles are relatively importance considering the level of sensitivity such approach will have on the kids live and value. It is extremely important that the therapist takes extra measure to ensure that there is no shift from gained value while positioning and applying the change process. As such, the therapist must look deeper into conceived values and meaning that the kids relate to life and use them in developing the right therapeutic treatment to the situation facing them.

2.7 Summary

The concept of MI has attracted numerous interests in recent years, but the review of literature shows that there seems to be less theories and academic representations for the concept. As such, this can be cited as the factor behind the little citations contained in the literature review. However, all existing literatures agree on the idea that it is the work of the therapist to build balance between what the client perceives and what they need the client to perceive. This is because, changing conceived values is not easy and as the paper illustrate, it can lead to provocative acts and increase the clients’ level of resistance to change.

The above statement is exceptionally significant with the kids because they represent wild conceptions and their level of resistance is not regulated as compared with matured adopts. This implies that they can answer questions at will or decide not to answer at all. As such, it was recommended in the literature review that the therapist should take extra measure to create a more collaborative environment in which trust is built in the relation and the kid feels relaxed with the whole situation. This is because, it will increase the kids’ desire to respond and respond truthfully per se. Overall, MI approaches have been discussed to significant length and linked to positive change in the lives of the client as shown in the above literature review.

CHAPTER 3

METHODOLOGY

3.1 Introduction       

With the background literature presented in the previous chapter, this chapter will focus on developing the research methodology that will be adopted in this study. It is important to note that this is an experimental research, and as such the data will be gathered through one-on-one interaction with the respective target group. The number of pupils chosen for this study is 8 and their teacher will also be interviewed. The method for the research is as discussed below.

3.2 Research Methods

This research involves two methods. The first is an experimental study with the pupils and the second is an in-depth research with their teacher. The experimental study is to understand the factors that hinder the target group’s acceptance to change, and to highlight what limits their interest in mathematics education. The in-depth study is to discuss with the teacher on what factors he or she has noticed in the target group throughout his or her stay with them. As discussed earlier, the target group will be made up of eight pupils between the ages of 4.5 years-old. The idea is to understand how MI can be used to influence their desire to learn mathematics and to enhance their passion towards the subject in their early age as it will be very useful later in their lives as well as for the sustainability of the human race.

3.3 Research Design

This research will be intercept based and face-to-face study. This implies that the questionnaire will be distributed directly to the intended audience by the interviewer, and the interviewer will take extra time to sit down and guide the responder through the whole questions, as well as obtained their deep thought about the whole variables loaded into the paper.  The school will be notified about the interview and the date will be fixed at which it is most convenient both for the target group and their teacher. While all these factors will be known, the questions will not be revealed in order to avoid manipulative or calculated answers that might influence the overall quality of the research. Members of the target group will be interviewed individually outside the classroom, in order to ensure that their answers are not influence by their fellow pupils or that they start to experience stage flight. In order to facilitate their ability and willingness to participate in the question, participants will be treated with souvenirs in the form of snacks and toys. The idea is to influence their willingness to participate in the study and ensure that a more collaborative approach is maintained with the interviewer. In line with the statement by MI.org (2013), such a situation will influence the participants’ truthfulness, as trust will be established with the interview and they will be more willing to respond in to all questions. For the target group, the questionnaire comprises of two “open ended” questions and three close “ended questions”. The open ended questions are designed to determine if the pupils  might present similar answers even without options to choose from.

On the other hand, the teacher will be interviewed one-on-one as well. The interview with the teacher will focus on the pupils  studied. This is to ensure that findings are correlated as interviewing other pupils  might yield a different result and make applicability of the findings impossible or capable of yielding negative outcome. The questionnaire for the teacher is structured with 5 close ended questions – and an option to elaborate more on each question. The whole study will be conducted within the school premises and each responder will offered as appropriate time as possible in order to ensure that they successfully answer all questions contained in the questions.

3.4 Interview

The interview for the target group loads the three elements discussed above into their questionnaire. The first of such is to understand the factors that make them resistant to learning mathematics, the second is to understand if cognitive and pedagogical processing competence are have any influence in their resistance to learning mathematics, and the third is to illustrate if MI activities can be used to influence behavioural changes geared towards increasing their desire to learn mathematics. For the teacher, all the five questions are designed to understand the factors that might be inhibiting the target group’s willingness or desire to learn mathematics. The finding will be put into the analysis in order to understand if what the teacher presented is the same as what the pupils  presented.

3.5 questionnaires for the target group

Table 1: questionnaire for the pupils

Introductory note: Hello my dear, how are you today? I brought you some gifts. Its biscuits and some toys. I will give you if you answer some questions for me. So are you willing to answer some small questions for me?
Do you like mathematics?	Yes or No
So why do you like or don’t like mathematics?	Open ended
Do you understand what your teacher is teaching you in mathematics class?	Yes or No
What do you want to be in future?	Open ended
If it is a must that you have to pass your mathematics in order to meet your future goal will you do it?	Yes or No

3.6 Questionnaire for the teacher

Table 2: questionnaire for the teacher

Introductory note: good day madam / sir. Please we will be asking you questions about your pupils with regard to their performance in mathematics classes and factors that might possibly be influence their performance. We advise that you should expand your answers as much as possible wherever necessary.
Do think mathematics if an easy subject for your pupils?
Do you think their pedagogical and cognitive processing competence might have a role to play in their performance?
Do you think your pupils are resistive to learning mathematics? If yes or no, what factors could be the reason for such?
Have you ever applied some measure to improve the participation of your pupils  in mathematics class? If yes what are the measure (s) and what effect it yield on their performance.
What do you think about MI activities as an approach to change the desires of your pupils towards learning mathematics? Do you have any idea of what we the right measures that could be implemented?

3.7 Change talk

Change talk is defined by MI.org (2013) as a statement made by the client that reveals the clients’ desire, consideration, motivation or commitment to change. In MI, there is a need for the therapist to seek the guiding principles for the client to express their change talk as a pathway to change. As such, after the interview with the target group, change talk was initiated with them in order to guide them to change their attitude toward learning mathematics and lift their resistance factors in order to ensure that a more appropriate outcome is experienced. The change talk for the clients will follow the following pathway:

3.7.1 Preparatory Change Talk

1        Desire – understand is the target group wants to change.

2        Ability – understand if they can change.

3        Reason – understand the level of importance they associate with the change process.

4        Need – understand the benefits they will gain from changing

3.7.2 Implementing Change Talk

Based on the preparatory change talk above, the interview will then instil the change process in the target group by following this approach.

1        Commitment – encourage them to put necessary efforts in order to make the change process a reality and implement evaluation measure in the form of meeting their parents on teacher to understand how well they are doing.

2        Activation – activate the desire and make them ready as well as prepared to change by exposing them to the necessary skills and techniques required for the change process to be effective.

3        Taking Steps – an initial step will be taking by asking them to perform one of the change attitudes before the interviewer.

3.8 Summary

From the above analysis, the approach to the research has been developed in relation to the methods that will be adopted in the whole research process. It is expected that the designed questionnaire will be able to gain qualitative insight into the topic of discussion, in relation to the factors that inhibits the target group’s desire to learn mathematics and how the negative influence can possibly be mitigated with MI activities.

CHAPTER 4

DATA ANALYSIS

4.1  Introduction       

Following the data collection approach developed in the previous chapter, this chapter will seek to analyse the findings from this study in relation to how they are related to the discussed theories and discuss on how the theories can possibly be improved with the findings from this study.

4.2 Responders’ Profile

The main criterion for responders is that they will be between 4-5 years of age and currently studying in the school that they will be interviewed in. the gathered data is as illustrated in table 3 below.

Table 3: Analysis of responders’ profile

VARIABLES	OUTCOMES
Gender	Male = 4 Female = 4
Age	4 = 4 5        = 4

4.3 Findings from the target group

Table 4: finding from the target group

Introductory note: Hello my dear, how are you today? I brought you some gifts. Its biscuits and some toys. I will give you if you answer some questions for me. So are you willing to answer some small questions for me?
Do you like mathematics?	Yes = 3 No = 5
So why do you like or don’t like mathematics?	Yes 1.      = because I like 2.      = because I can do it No 1        = hard 2        = difficult 3        = don’t understand 4        = hard 1        = I don’t know
Do you understand what your teacher is teaching you in mathematics class?	Yes = 5 No = 2
What do you want to be in future?	1.      = doctor 2.      = rich man with car 3.      = buy house 4.      = Professor 5.      = business woman 6.      = work 7.      = police and army 8.      = I like to drive fast car. So I want to drive car in the future.
If it is a must that you have to pass your mathematics in order to meet your future goal will you do it?	Yes = 8

Interpretation

From the above analysis, numerous findings prevail. The first is that most of the pupils  don’t like mathematics, and those who don’t like it think that it is difficult, hard and not easy to be understood. However, most of the pupils  still said that they understand what is being taught and all of them have ambiguous goals with all of them as well willing to adopt MI activities if that will make them achieve their goals.

Thus, on a self-efficacy approach, these kids even at their young age understand the need to be successful and they are willing to adopt the necessary approach such as MI activities in order to reach their dreams. In view of that, a change talk was initiated with them on individual level and later on as a group after the interview. The topic of the change talk is that they should not give up in mathematics but instead input necessary efforts to excel in that yield. All these pupils  agreed to do so and the task designated to them is to always read their mathematics books on daily bases

4.4 Finding from the teacher

Table 5: findings from the teacher 

Introductory note: good day madam / sir. Please we will be asking you questions about your pupils with regard to their performance in mathematics classes and factors that might possibly be influence their performance. We advise that you should expand your answers as much as possible wherever necessary.
Questions	Answers
Do think mathematics if an easy subject for your pupils?	On a normal ground it should be because the school curriculum is based more on an interactive scope with simple and easy to understand examples. But the individual differences between the kids mean that some of them might have difficulties to understand the text easily. However, with constant repetition and a musicalized approach to learning, they all seem to be ok with the course outline.
Do you think their pedagogical and cognitive processing competence might have a role to play in their performance?	Yes definitely. Because in order to answer the questions you first need to understand what is being asked before you can present a related answer. On the other hand, you also need to understand what and how to present the answer which is where the cognitive processing comes into play. Based on my personal experience as well, I can tell you that cognitive and pedagogical processing is vital in their ability to understand the subject taught.
Do you think your pupils are resistive to learning mathematics? If yes or no, what factors could be the reason for such?	On a neutral ground, the answer is No, because this is an interactive class and most of the mathematical approaches are musicalized. And since these pupils  are transition, extra time is allocated to help them understand the subject in view and make sure that all the pupils  are offered equal advantage to familiarize his or herself with the course outline as it unwinds throughout the academic session.
Have you ever applied some measure to improve the participation of your pupils  in mathematics class? If yes what are the measure (s) and what effect it yield on their performance.	Yes! We always apply numerous measures such as competition whereby the winning party or parties get gifts in the form of snacks like you did today. Additionally, we give them numerous tasks both here in the class and as take homes in order to ensure that they are always practicing their works and this will definitely familiarize them with the concepts being studied in the course.
What do you think about MI activities as an approach to change the desires of your pupils towards learning mathematics? Do you have any idea of what we the right measures that could be implemented?	MI as a motivational speech is also a common approach in this class whereby I sit down with some of the pupils  during break and get to understand the factors that influence their ability or inability to easily process the course. Therefore, I will be saying yes to this question because MI activities can be used to influence their performance positively.

Interpretation

From the detailed interview with their teacher, it can be seen that MI activities is important and its implementation will yield subsequent positive result in the form of improving the pupils ’ attitude toward learning mathematics and also improving their overall performance by familiarizing them with the approaches through constant practices.

CHAPTER 5

CONCLUSION AND RECOMMENDATION

This paper has been successful in both discussing the theoretical background surrounding the topic of discussion and experimenting the research objective in order to determine the level of applicability of the theories in real-life. The most outstanding element from this paper is that the research objective has been meant in the sense that it was illustrated in both the theories and findings that implementation of MI activities is possible for pupils between the stage of 4-5 years old. This is because the finding reveals that most of the members in the target group doesn’t like mathematics, but they are willing to commit more effort and change their attitude if that will help them to achieve their life goals. Additionally, the teacher interviewed revealed that MI activities have been adopted in their schools and the effect is positive in terms of improving the student’s willingness to study and overall academic performance.

As it, it recommended in this paper that MI activities such as repetitive approach to study and frequent course works should be adopted to improve the attitude of pupils between the age of 4-5 years old in learning mathematics. However, if this approach is to be successful, the pupils must be called out and dully informed about the need to change how the change process will help them to achieve their life goals. Additionally, teachers are encouraged to adopt a more collaborative approach to teaching students, which stresses on autonomy instead of authority, as this is important to highlight their self-efficacy level and help them to improve their overall academic performance.

Thus, the significance of this paper will be once again highlighted in the sense that this paper has been successfully in building new ground for analysis of existing theories and development of new theories. In this context of this paper, it has to be stated that the findings are in line with existing theories in the sense that they support the idea that collaboration instead of confrontation is the right medium for gathering information from people as it enhance the building of trust and rapport in the relationship. Additionally, self-efficacy is important in designing the new approach to be adopted by an individual as it stresses on the differences between what the individual current has and what the individual has proposed for his or herself. In the view of that, is what is currently obtainable is below per with what is projected to be obtained, the individual will be forced to input more efforts in order to make sure that he or she reaches the desired dreamland. In conclusion, it will be stated that MI activities are important for enhancing change attitude toward learning mathematics in pupils aged between 4-5 years old, and the outcome from such approach is encouraging in the sense that the desire is enhanced and the performance is improved as well.

  

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