Abstract
The study aimed to examine the extent of the student’s Mathematics Learning Strategy (MLS) factors such as mathematics attitude, mathematics motivation, mathematics self regulation, mathematics self efficacy and mathematics anxiety contribution to mathematics achievement (MA). The respondents of the study were 360 students from eight public middle schools in Jordan selected through stratified random sampling. The study used 65 items to assess the MLS. Moreover, the mathematics test (MAT) comprises 30 items. The results of multiple regression analysis showed that mathematics attitude, mathematics motivation, mathematics self regulation, mathematics self efficacy significantly contributed to MA, with the exception of mathematics anxiety that was found to have an insignificant effect on MA. Educators, principals and teachers should focus on most MLS factors in classes and students should be motivated to understand that the subject could be studied and passed just like other subjects, and to appreciate that it is an essential tool and a prerequisite for further education in many vocations.
Highlights
Owing to the significance of mathematics in the knowledge economy, Jordan’s Ministry of Education (MoE) has been concentrating on improving students’ knowledge, skills and achievement in mathematics (Sabah & Hammouri, 2010)
The results of multiple regression analysis showed that mathematics attitude, mathematics motivation, mathematics self regulation, mathematics self efficacy significantly contributed to mathematics achievement (MA), with the exception of mathematics anxiety that was found to have an insignificant effect on MA
Prior to the said development, the teachers aimed to teach the information for students to be able to solve mathematical problems but following the development, teaching is centered on the development of students’ capability of tackling mathematical problems through questions whose solutions lie in the use of specific data and mathematical diagrams to bring about the organization, analysis and delivery of mathematical ideas, to develop the right surrounding that encourages thinking, to help students recall prior experience and to incorporate them with learning skills
Summary
Owing to the significance of mathematics in the knowledge economy, Jordan’s Ministry of Education (MoE) has been concentrating on improving students’ knowledge, skills and achievement in mathematics (Sabah & Hammouri, 2010). Prior to the said development, the teachers aimed to teach the information for students to be able to solve mathematical problems but following the development, teaching is centered on the development of students’ capability of tackling mathematical problems through questions whose solutions lie in the use of specific data and mathematical diagrams to bring about the organization, analysis and delivery of mathematical ideas, to develop the right surrounding that encourages thinking, to help students recall prior experience and to incorporate them with learning skills These learning skills assist them in reasoning, perceiving and connecting the links between the problem elements and their past experience while solving mathematical problems
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