Abstract
The purpose of the present study is to provide empirical evidence on the adaptation of the mathematics-related beliefs questionnaire (MRBQ) supplemented by info-communication technology-related items. Besides, we also investigate the relationship between their beliefs about mathematics and their ability in problem-solving mathematics. 234 grade eight students from five schools in Java, Indonesia, participated in this study. The questionnaire has appropriate reliability. To examine the validity of the questionnaire, factor analysis was applied, and regression analysis was conducted to explore students’ beliefs and their relation to their performance. Factor analysis revealed a good fit of the model; therefore, confirming the validity of MRBQ in the Indonesian context. Descriptive statistics showed students’ tendency to follow the nonrealistic approach when doing word problems. Regression analysis indicated the significant role of beliefs in mathematics predicting students’ performance on mathematical word problems.
Highlights
Studies on students’ beliefs in mathematics have attracted significant interest for several decades (Grootenboer & Hemmings, 2007)
The purpose of the present study is to provide empirical evidence on the adaptation of the mathematics-related beliefs questionnaire (MRBQ) supplemented by info-communication technology-related items
We found that KMO=0.949, Barlett’s test of sphericity=2,123.129, and the associated level was significantly smaller than 0.001, indicating that the sample was adequate for exploratory factor analysis (EFA) and applied to the obtained data set
Summary
Studies on students’ beliefs in mathematics have attracted significant interest for several decades (Grootenboer & Hemmings, 2007). Beliefs have been recognized as the most potent aspect of student performance (Habók et al, 2020). Students’ mathematics-related beliefs drive them to select specific strategies, which significantly influence their performance in mathematics (Buehl & Alexander, 2005; Csíkos et al, 2011; Wang et al, 2019). Beliefs study was begun by Perry’s work in 1978 that inspired many researchers in the various domain (Buehl & Alexander, 2005; Schommer, 1990). Researchers were debatable regarding the generalityspecificity of beliefs structure in the current field (Limón, 2006). Researchers in mathematics education tried to discover the more specific beliefs structure that comprehensively described students’ conceptions about mathematics education
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