scholarly journals Innovative Classroom Strategy: Impact on Students’ Mathematics Motivation, Anxiety and Achievement in Pre-University Studies

2022 ◽  
Vol 12 (2) ◽  
pp. 165-170,
Author(s):  
Farah Liyana Azizan ◽  
◽  
Nur Fazliana Rahim ◽  
Emmerline Shelda Siaw ◽  
Kartini Abd Ghani ◽  
...  
Keyword(s):  
Mathematics Anxiety ◽  
Intervention Strategy ◽  
Mathematics Performance ◽  
Classroom Intervention ◽  
Self Confidence ◽  
Mathematics Tests ◽  
University Studies ◽  
Learning Mathematics ◽  
Mathematics Motivation ◽  
Low Levels

One aspect that influences mathematics achievement is students' mathematics motivation, which is closely related to their mathematics anxiety. This study aims to incorporate a classroom intervention strategy using a brain-based teaching approach (BBTA) with technological tools to improve students' mathematics performance in pre-university studies. BBTA was used in the classroom to increase students’ mathematics interest and minimise their mathematics anxiety to increase mathematics performance. Two hundred and six (206) pre-university students were exposed to both BBTA and conventional instructions during their Statistic lessons. Questionnaire comprises of motivation and anxiety-related questions as well as pre and post mathematics tests were administered to these students. Based on the findings, students with low anxiety appeared to have more self-confidence when studying mathematics, which simultaneously improved their examination results. These two elements are critical in students' learning of mathematics because students who have low levels of anxiety and high levels of motivation in learning mathematics attain high achievement in mathematics.

Mathematics Motivation, Anxiety, and Performance in Female Deaf/Hard-of-Hearing and Hearing Students

2016 ◽  
Vol 38 (3) ◽  
pp. 172-178 ◽  
Author(s):  
Saeed Ariapooran
Keyword(s):  
Hearing Loss ◽  
Goal Orientation ◽  
Hard Of Hearing ◽  
Mathematics Anxiety ◽  
Mathematics Performance ◽  
Female Students ◽  
Deaf Students ◽  
Mathematics Motivation ◽  
And Performance ◽  
And Mathematics

Hearing loss can be a major detriment to academic achievement among students. The present comparative study examines the differences in mathematics motivation, anxiety, and performance in female students with hearing loss and their hearing peers. A total of 63 female students with hearing loss (deaf and hard-of-hearing) and 63 hearing female students were selected to participate in the study. The two groups of students were matched in terms of the city of residence, academic year, academic grade, and age. The Mathematics Motivation Scale and the Mathematics Anxiety Survey were used for data collection. The students’ mathematics scores in the first and second semesters of school were used as indicators of their mathematics performance. The data obtained were analyzed using the MANOVA. The results of the study showed a higher intrinsic goal orientation in both hard-of-hearing and hearing students than in the deaf students; extrinsic goal orientation was higher in the deaf and hard-of-hearing students than in the hearing students; and task value, control belief, and mathematics self-efficacy were lower in the deaf and hard-of-hearing students than in the hearing students. The findings of the study also showed that mathematics test anxiety and mathematics anxiety were higher in the hard-of-hearing and deaf students than in their hearing peers. Moreover, mathematics performance was higher in the hearing students than in their deaf and hard-of-hearing peers.

scholarly journals Understanding the Relationship Between Students’ Mathematics Anxiety Levels and Mathematics Performances at the Foundation Level

2020 ◽  
Vol 10 (1) ◽  
pp. 47
Author(s):  
Emmerline Shelda Siaw ◽  
George Tan Geok Shim ◽  
Farah Liyana Azizan ◽  
Norhunaini Mohd Shaipullah
Keyword(s):  
Mathematics Anxiety ◽  
Quantitative Data ◽  
Study Data ◽  
Mathematics Performance ◽  
Learning Mathematics ◽  
Future Potential ◽  
Anxiety Levels ◽  
And Mathematics ◽  
The Relationship ◽  
Significant Factors

For many students, mathematics is regarded as a challenging subject to learn and master in class. One of the significant factors contributing to the students’ difficulties in learning mathematics is caused by a phenomenon called mathematics anxiety. Mathematics anxiety is a feeling of unease and anxiety toward mathematics and it can be different from person-to-person. Understanding the effects of mathematics anxiety levels on students’ mathematics performances in class can be the key to help students’ mastery of mathematics. The aim of the study is to investigate the relationship between mathematics anxiety levels and students’ mathematics performances at the foundation level. A sample of 545 students from a local foundation centre was chosen for this study. Data collection via questionnaire was used where quantitative data were analysed using correlation, t-test, and descriptive analyses. The results showed that there was a weak positive correlation between students’ anxiety levels and the students’ mathematics performance in their final examination. Recommendations and future potential for this study were further discussed in this paper.

scholarly journals A multifaceted approach increased staff confidence to develop outside of school hours care as a health promoting setting

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Karen Forde ◽  
Leesa Costello ◽  
Amanda Devine ◽  
Ros Sambell ◽  
Ruth Wallace
Keyword(s):  
Health Promotion ◽  
Intervention Strategy ◽  
Health Behaviours ◽  
Overweight And Obesity ◽  
Minimum Requirement ◽  
Self Confidence ◽  
Menu Planning ◽  
Training Post ◽  
Health Promoting ◽  
High Level

Abstract Background Outside-of-school-hours-care (OSHC) services are well positioned to influence the health behaviours of 489, 800 Australian children, and are an important setting for health promotion given the current rates of childhood overweight and obesity and associated health risks. OSHC Professionals are ideally placed to become positive influencers in this setting, although they may require training and support to confidently perform this role. This study piloted a multifaceted intervention strategy to increase OSHC Professional’s confidence and competencies, to support a health promoting OSHC environment with a nutrition and physical activity focus. Methods A mixed methods approach was used. Nineteen OSHC Professionals participated in the study, including a face-to-face workshop, supported by a closed Facebook group and website. Role adequacy (self-confidence) and legitimacy (professional responsibility) were measured pre and post workshop and evaluated using non-parametric statistics. Facebook interactions were monitored, and four participants undertook qualitative exit interviews to discuss their experiences with the intervention. Results Pre-workshop 68% of participants had not received any OSHC-specific health promotion training. Post-workshop significant improvements in confidence about menu planning, accessing nutrition information, activities and recipes was observed (P < 0.05 for all). A significant improvement was observed in role support and role related training (P < 0.05). A high level of support and interaction was observed between participants on Facebook and the website was reported a useful repository of information. Conclusions Health promotion training, combined with positive social connections, shared learning experiences, and a website improved OSHC Professionals confidence and capacity to provide a health promoting OSHC environment. Health promotion professional development for OSHC professionals should be mandated as a minimum requirement, and such learning opportunities should be scaffolded with support available through social media interactions and website access.

scholarly journals PISA 2012 mathematics literacy in Serbia: A multilevel analysis of students and schools

Psihologija ◽  
2018 ◽  
Vol 51 (4) ◽  
pp. 413-432 ◽  
Author(s):  
Ljiljana Lazarevic ◽  
Ana Orlic
Keyword(s):  
Mathematics Anxiety ◽  
Teaching Quality ◽  
Mathematics Performance ◽  
Math Performance ◽  
School Level ◽  
Direct Effects ◽  
Pisa 2012 ◽  
Mathematics Literacy ◽  
Multi Level ◽  
The Relationship

In PISA 2012 cycle, the focus was on the mathematics literacy. Data collected in PISA survey in Serbia on 4684 respondents show that students on average have significantly lower performance compared to average OECD performance. The aim of the study was to explore student (variables at the first level) and school level predictors (variables at the second level) of the PISA mathematics literacy using multi-level modelling. The most important finding is that student and school level variables are explaining variability in PISA mathematics performance almost equally. Results show that on the student level, significant predictors are gender, noncognitive characteristics (mathematics anxiety, mathematics self-efficacy, mathematics self-concept, openness for problem-solving), student perceived teaching quality and studying habits. Results also indicate that several school-level variables have direct effects on the PISA math performance and that several school-level variables moderate the relationship between student characteristics and PISA performance.

scholarly journals MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS DAN SELF-CONFIDENCE SISWA MELALUI MODEL PEMBELAJARAN CYCLE 7E

2018 ◽  
Vol 6 (3) ◽  
pp. 419-430
Author(s):  
Teni Sritresna
Keyword(s):  
Junior High School ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Learning Model ◽  
Learning Cycle ◽  
Mathematical Communication ◽  
Purposive Sampling ◽  
Self Confidence ◽  
Learning Mathematics ◽  
Communication Ability

AbstrakPenelitian ini dilatarbelakangi oleh hasil penelitian-penelitian terdahulu yang menunjukkan masih rendahnya kemampuan komunikasi matematis dan self-confidence siswa dalam belajar matematika. Learning Cycle 7E merupakan salah satu model pembelajaran yang diharapkan dapat meningkatkan kemampuan komunikasi matematis dan self-confidence siswa. Tujuan dari penelitian ini untuk mengetahui peningkatan kemampuan komunikasi matematis dan self-confidence siswa yang mendapatkan model pembelajaran learning cycle 7E dengan yang mendapatkan model pembelajaran konvensional. Penelitian ini merupakan penelitian kuasi eksperimen dengan populasi siswa di salah satu SMP di Kabupaten Garut. Pengambilan sampel dilakukan dengan menggunakan teknik purposive sampling. Instrumen yang digunakan dalam penelitian ini berupas tes kemampuan komunikasi matematis dan skala sikap self-confidence siswa. Hasil analisis data menunjukkan bahwa peningkatan kemampuan komunikasi matematis dan self-confidence siswa yang mendapatkan model pembelajaran learning cycle 7E lebih baik daripada siswa yang mendapatkan pembelajaran konvensional. AbstractThis research is motivated by the results of previous studies which indicates the low ability of mathematical communication and self-confidence of students in learning mathematics. Learning Cycle 7E is one of the learning model that is expected to improve the ability of mathematical communication and self-confidence of students. The purpose of this study to determine the improvement of mathematical communication skills and self-confidence of students who get learning model of learning cycle 7E with which get the conventional learning model. This research is a quasi-experiment research with student population in one of junior high school in Garut. Sampling is done by using purposive sampling technique. The instrument used in this study examined the ability of mathematical communication and the scale of student self-confidence attitude. The result of data analysis shows that the improvement of mathematical communication ability and self-confidence of students who get the learning model of learning cycle 7E is better than students who get conventional learning.

Let’s Spend Time Together: Text Messaging Parents to Help Math-Anxious Students

2021 ◽  
Vol 52 (2) ◽  
pp. 189-212
Author(s):  
Macarena Santana ◽  
Miguel Nussbaum ◽  
Susana Claro ◽  
Sebastián Piza ◽  
Patricia Imbarack ◽  
...  
Keyword(s):  
Mathematics Anxiety ◽  
Text Messaging ◽  
The Other ◽  
Children's Education ◽  
Mathematics Tests ◽  
Children’S Education ◽  
Children’S Anxiety ◽  
Time Required ◽  
To Receive

Even when parents have the time required to support their children’s education, they can increase their children’s anxiety about school when they try to help, especially if they are not confident in their own abilities. This study measures the effects of having parents complete nonacademic schoolwork with their teenage children. Half of the 422 participating parents were randomly assigned to receive weekly assignments for nonacademic activities to complete with their children, whereas the other half received information about upcoming mathematics tests. Mathematics-anxious students benefited from working on the nonacademic assignments, performing significantly better on their mathematics tests and decreasing their mathematics anxiety after treatment. These findings highlight the importance of involving parents in ways that feel nonthreatening to their children.

The Relation Between Mathematics Anxiety and Mathematics Performance Among School-Aged Students: A Meta-Analysis

2019 ◽  
Vol 89 (3) ◽  
pp. 459-496 ◽  
Author(s):  
Jessica M. Namkung ◽  
Peng Peng ◽  
Xin Lin
Keyword(s):  
Negative Correlation ◽  
Mathematics Anxiety ◽  
Meta Analysis ◽  
Significant Negative Correlation ◽  
Mathematics Performance ◽  
Mathematical Tasks ◽  
Final Exam ◽  
And Mathematics ◽  
Underlying Mechanisms ◽  
Student Grades

The purpose of this meta-analysis was to examine the relation between mathematics anxiety (MA) and mathematics performance among school-aged students, and to identify potential moderators and underlying mechanisms of such relation, including grade level, temporal relations, difficulty of mathematical tasks, dimensions of MA measures, effects on student grades, and working memory. A meta-analysis of 131 studies with 478 effect sizes was conducted. The results indicated that a significant negative correlation exist between MA and mathematics performance, r = −.34. Moderation analyses indicated that dimensions of MA, difficulty of mathematical tasks, and effects on student grades differentially affected the relation between MA and mathematics performance. MA assessed with both cognitive and affective dimensions showed a stronger negative correlation with mathematics performance compared to MA assessed with either an affective dimension only or mixed/unspecified dimensions. Advanced mathematical tasks that require multistep processes showed a stronger negative correlation to MA compared to foundational mathematical tasks. Mathematics measures that affected/reflected student grades (e.g., final exam, students’ course grade, GPA) had a stronger negative correlation to MA than did other measures of mathematics performance that did not affect student grades (e.g., mathematics measures administered as part of research). Theoretical and practical implications of the findings are discussed.

scholarly journals Mathematics Anxiety, Working Memory, and Mathematics Performance in Secondary-School Children

2016 ◽  
Vol 7 ◽  
Author(s):  
Maria C. Passolunghi ◽  
Sara Caviola ◽  
Ruggero De Agostini ◽  
Chiara Perin ◽  
Irene C. Mammarella
Keyword(s):  
Working Memory ◽  
Secondary School ◽  
School Children ◽  
Mathematics Anxiety ◽  
Mathematics Performance ◽  
And Mathematics

scholarly journals The Joyful Experience in Learning Mathematics

2020 ◽  
Vol 10 (1) ◽  
pp. 55-67
Author(s):  
Ricky Sumingguit Yabo
Keyword(s):  
Mathematics Learning ◽  
The Philippines ◽  
Mathematics Performance ◽  
Department Of Education ◽  
Control Group ◽  
Teaching Mathematics ◽  
Psychomotor Skills ◽  
Learning Mathematics ◽  
And Control ◽  
Experimental Group

This study conducted to determine the effectiveness of joyful scaffolds in teaching grade VIII Mathematics in the Department of Education of the Philippines. Two intact groups were used as the subjects of the study. The experimental and control group were exposed to joyful and traditional scaffolds in teaching respectively. This study includes the pre – post assessments, significant improvements, and significant mean gain differences of students exposed to traditional and joyful scaffolds in teaching Mathematics in terms of performance level. The findings of the study revealed that the joyful scaffold in teaching is more effective in improving the students’ Mathematics performance as compared to the traditional scaffold in teaching and the skills acquired is sufficient enough to prove that these experimental group of students was able to gain experience from joyful approach and a positive change of attitude towards their view on Mathematics was realized after the exposure. The cognitive progression was deepen and attainment of knowledge was enhanced, psychomotor skills were activated and augmented through enjoyable mathematics learning activities, and students’ interests and learning manners were maximized. Furthermore, the joyful scaffold in teaching in this study was immensely efficient in improving the students’ Mathematics performance as compared to the traditional scaffold in teaching. Moreover, the outcome of this research supports the assertion that employing, relating, or incorporating several joyful media to learning boosted up students’ academic performance especially those who are detached during the classroom discussion.

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