Abstract
Teachers with an understanding of what and how their teaching influence students’ learning are better able to adapt their teaching in the class. The purpose of this study is to investigate the relationship between teacher charisma and student attitude towards calculus. There are 1,150 Taiwanese undergraduates participated the research and two instruments, Attitude Toward Calculus Inventory (ATCI) and Inventory of Teaching Charisma in the College Classroom (ITCCC), were used to assess the participants’ attitudes toward calculus and the perception about their teacher charisma. After collection of data, analyses including descriptive statistics, t test, correlation analysis, and multiple linear regression analysis were performed in SPSS. The study concludes that there are differences between the attitude levels of students by gender; male students report more positive attitudes than females on calculus. Moreover, students’ perceptions of the teacher’s charisma were found to contribute significantly to the predictor equation for students’ attitude towards calculus.
Highlights
Mathematics is important for individual with career interests in fields, and is a subject that provides thinking skills invaluable to everyday life [1]
The teacher is considered to be a key factor in promoting active learning [7], this study explores how far a teacher’s charisma contributes to student attitudes toward calculus and how the student attitudes toward calculus is in a sample of Taiwanese college students
The results show that three factors of the ITCCC, including Humour, Knowledge, and Teaching techniques, are significantly related to student attitude towards calculus
Summary
Mathematics is important for individual with career interests in fields, and is a subject that provides thinking skills invaluable to everyday life [1]. Due to the significance of such subject, it is necessary to focus student learning on mathematics or mathematics related courses. Student attitude which is one of variables related to student’s mathematics learning have recently received increasing attention. Students’ attitudes toward mathematics are reported to affect their ability to learn it, and even influence their mathematical achievement [2] [3] [4] [5] [6]. To find factors related to positive attitudes will contribute to the improvement of students’ academic learning. The teacher is considered to be a key factor in promoting active learning [7], this study explores how far a teacher’s charisma contributes to student attitudes toward calculus and how the student attitudes toward calculus is in a sample of Taiwanese college students.
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