Abstract
This article is based on a research conducted to find out (1) D-II PGSD students' level ofability in solving elementary school mathematical problems (D-II PGSD is a course program train ing elementary school teachers of mathematics), (2) the func tional correlation between their motivation for achievement as well as their experience (which covers former high school, length of time in teaching at elementary school, and frequency in at tending upgrading sessions) and their level ofability in solving elementary school mathematical problems, and (3) the contribu tion given bytheir motivation for achievement together with their experience to their level ofability in solving elementary school mathematical problems. From the total population of 135 students ofD-II PGSD in the academic year of2000/200 1, a sample consisting ofsixty-six students was taken by means ofsimple random sampling. A ques tionnaire and a test were administered to obtain the data, on which zero order correlation, partial correlation, and multiple regres .sion analyses were conducted It was found that they w(lre able to solve 73.4% of all the elementary school matheplatical problems presented, an achieve ment categorized poor because they were formally considered elementary schooI teacher candidates. The percentage found for their motivation for achievement was 70.5%, which was catego rized good. They were categorized low in experience in the aca demic year of2000/200I and the average percentage oftheir ex perience was 59.06%. The results of the zero order and partial correlation analyses showed that there was a positive and sig nificant correlation between their motivation for achievement as well as their experience and their level of ability in solving elementary school mathematical problems (r = 0.6415, r,l.x2 = 0.5047, ryx2 =0.7356, and r yx2 =0.6472). The multiple regres sion analysis showed that there was a positive and significant . X1 correlation between their motivation for achievement and their .. experience simultaneously and their level of ability in solving elementary school mathematical problems c:r = 3.0345 + 0.182 X1+ 0.35 X2). The two independent variables could explain 65.80% of the variance of their level of ability in solving elementary school mathematical problems and the effective contributions were respectively 22.23% and 43.56:Yo
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