Mathematics Self-efficacy Research Articles

Self-Efficacy and Mathematics Learning Experience Using 5Es Model among Pre-service Teachers

This study employs a descriptive-correlational design, using both qualitative and quantitative approaches, to investigate the self-efficacy levels of pre-service mathematics teachers in relation to their exposure to the 5Es instructional phases. Data was gathered from 106 pre-service mathematics teachers at Batangas State University Campuses during the academic year 2020-2021 using a researcher-made questionnaire and focus group discussions. Mean, Standard deviation, Pearson r, and Thematic Analysis were used to analyze the data. The results reveal a strong correlation between pre-service teachers' self-efficacy in mathematics and their exposure to the 5Es instructional phases. Additionally, it suggests the potential effectiveness of a researcher-made mathematics learning guide in enhancing students' self-efficacy in mathematics. This research underscores the importance of diverse learning strategies for mastering mathematical concepts, encourages instructors to innovate and adapt their instructional practices based on the 5Es model to enhance students' self-efficacy in mathematics, and calls for future research to explore additional factors that influence students' self-efficacy when exposed to 5Es instructional phases.

Using Latent Class Analysis to Enhance Students' Positive Attitudinal Patterns in Mathematics

This study aimed to identify latent classes among Grade 8A – 8D students at Statefields School, Incorporated (SSI) during the 2023–2024 school year to enhance teaching-learning and promote positive attitudes toward Mathematics. The respondents completed the Mathematics Self-Efficacy and Anxiety Questionnaire (MSEAQ), developed by May D. (2017) for her Ph.D. dissertation at the University of Michigan, via Google Forms. Results indicated that a five-class model optimally fits the attitudinal patterns of the students. The latent classes, derived through Latent Class Analysis (LCA), were Class 1 (Math Anxiety), Class 2 (Growth Mindset), Class 3 (Competitive Achiever), Class 4 (Self-Efficacy), and Class 5 (Enthusiasm). Among the 143 respondents, most students were categorized in Class 4 (Self-Efficacy), indicating a high prevalence of self-efficient attitudes. Conversely, students in Class 1 (Math Anxiety) require educators who can proactively foster excitement about math and help them develop confidence as successful problem solvers.

Pengaruh Efikasi Diri dan Disposisi Matematis Terhadap Kemampuan Penalaran Matematis Peserta Didik Sekolah Dasar

Mathematical reasoning aims to stimulate students to think, solve problems, and communicate information effectively. To achieve good mathematical reasoning, students need mathematical self-efficacy and disposition. So in this research, the approach used is quantitative to determine the relationship between students' self-efficacy, mathematical disposition, and mathematical reasoning abilities. The instruments used were a mathematics disposition questionnaire, self-efficacy questionnaire, mathematical reasoning ability, and learning outcomes tests. The independent variables are self-efficacy and mathematical disposition, while the dependent variable is mathematical reasoning ability. The research sample was selected using a simple random sampling technique so that all elements of the population had the same opportunity to be selected. The research respondents were students from class VI A and VI B at Tetehosi State Elementary School with a total of 62 people. And the research results show that self-efficacy and mathematical disposition have a significant influence on the mathematical reasoning abilities of students in elementary schools, and there is a significant influence between self-efficacy and mathematical disposition simultaneously on the mathematical reasoning abilities of students in elementary schools.

Enhancing Numeracy Skills and Self-Efficacy in Junior High School Students: A Project-Based Learning Approach

Numeracy skills are integral to the National Assessment, serving as a benchmark for gauging learning success. In addition to cognitive aspects, the affective aspect crucial in learning is self-efficacy. However, according to PISA 2018 data, the average score for numeracy skills of Indonesian students ranks in the bottom 6. The existing condition of students does not reflect optimal self-efficacy. This reality stems from the lack of meaningful application of the learning model. Consequently, there is a need for a student-centered learning approach, such as the project-based learning (PjBL) model. This study aimed to assess the enhancement of students' numeracy skills and mathematical self-efficacy when taught using the PjBL model. Employing an experimental design with a pretest-posttest control group, the research sample comprises two groups: experimental (PjBL) and control (conventional), each consisting of 50 students. Data collection involved tests and questionnaires, with the numeracy test and self-efficacy questionnaire serving as research instruments. The ANOVA test was applied for data analysis. The results indicate that 1) students' numeracy skills, when exposed to the PjBL model, surpass those of students undergoing conventional learning; 2) students' self-efficacy, influenced by the PjBL model, is superior to that of students engaged in conventional learning.

Students' Proportional Reasoning in Solving PISA Problems on Quantity Content: An Analysis from the Perspective of Mathematical Self-Efficacy

One of the abilities that students need to develop is proportional thinking. Mathematical problems and real-world situations involving the connection between numbers and comparisons need students to use their reasoning skills to reach conclusions. The purpose of this study is to characterize, in terms of self-efficacy, students' proportional reasoning skills when addressing quantity content PISA questions. The self-efficacy questionnaire, PISA questions on quantitative content, interview instructions, and documentation are among the instruments used in this descriptive qualitative study. The study's findings demonstrate that students with low self-efficacy struggle to meet proportional reasoning requirements, contemplate difficulties, and give up quickly out of fear of failing, Pupils rely on guesswork to solve issues instead than attempting to come up with novel solutions. Students with moderate self-efficacy can identify proportional quantities in problems and understand them, but they are not yet able to convert quantities into other forms. They can also use the appropriate strategy but are still hesitant and make mistakes when calculating. Students with moderate self-efficacy are eager to work on problems, but they give up easily when faced with challenging ones. However, despite their continued self-doubt, students continue to look for answers. Despite their restricted talents, students who possess strong self-efficacy are able to meet proportional reasoning markers. Students who have high self efficacy tend to have motivation, high enthusiasm and have confidence in their abilities, students will try to find new ideas to solve problems.

Predicting multidimensionality of mathematical creativity among students: Do mathematics self-efficacy, attitude to mathematics and motivation to mathematics matter?

Mathematical creativity is the focus of most curriculum in that students with this ability are prone to solving problems in society from a multidimensional perspective. However, studies of this nature, especially in Africa, are limited, and this poses a challenge to policy development. To cover this gap, the study sought to model the predictive effect of mathematics self-efficacy, motivation for mathematics, and attitude towards mathematics on mathematical creativity from a multidimensional perspective. The study adopted a cross-sectional survey using 654 mathematics students for the study. Two instruments–the mathematics self-efficacy, attitude towards mathematics, and mathematical motivation scales and the mathematical creativity test were used for data analysis after they had undergone a qualitative and quantitatively rigorous validation process. This was done using exploratory and confirmatory factor analysis with the average variance extracted and Fornell-Larcker criterion for convergent and divergent analysis, respectively, while Cronbach’s alpha was used to determine the stability of the scales. Analysis was performed using hierarchical regression and the result showed that mathematics self-efficacy and attitude towards mathematics, when taken individually, are the only strong predictors of mathematics creativity from the perspective of fluency, flexibility, and originality components. Collectively, the three predictors were significant in contributing to the variance in mathematics creatively from the three dimensions assessed. However, mathematics self-efficacy was the strongest predictor, followed by attitude towards mathematics. The implications of the study were discussed for policy and curriculum redesign in mathematics education.

Examining the Influence of Lecturer Support and Classroom Environment on Mathematical Resilience, Self-Efficacy, and Self-Confidence

Examining the Influence of Lecturer Support and Classroom Environment on Mathematical Resilience, Self-Efficacy, and Self-Confidence

PENERAPAN MODEL PEMBELAJARAN CREATIVE PROBLEM SOLVING (CPS) UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DAN SELF-EFFICACY MATEMATIS SISWA

This research is motivated by a problem, namely the low ability to solve mathematical and self-efficacy mathematical problems where the learning process is still centered on the teacher. Thus given a solution using the Creative Problem Solving (CPS) learning model aims to determine the improvement of mathematical problem solving capabilities and mathematical self-efficacy students using the Creative Problem Solving (CPS) learning model is better than students taught with conventional learning models. The research approach is in the form of quantitative. The type of research used is Quasi experiment with non-equivalent Control Group Design research design. The population in the study was all students of class VII MTsS Jabal Nur, while the sample was class VII-1 as the experimental class and class VII-2 as the control class chosen with purposive sampling technique. The data collection techniques used are instruments for the ability to solve mathematical problems and non self-efficacy mathematical questionnaire tests are divided into pretest and post-test. Data is processed using SPSS software version 18. Analysis of data conducted for the mathematical problem solving capability test using non-parametric tests (Mann Whitney U) because there is data that is not normally distributed. Asymp sig value, (2-tailed) is 0,000 <0.05, then is rejected and is accepted. Then for the analysis of students' mathematical self-efficacy questionnaires using the normality test, homogeneity. After the data is declared normal and homogeneous Furthermore, a hypothesis test with a significant value ˂ 0.05 is 0,000, then is rejected and is accepted. It can be concluded that the increase in mathematical problem solving capabilities and mathematical self-efficacy uses the Creative Problem Solving (CPS) learning model is better than students taught with conventional learning models in class VII MTsS Jabal Nur.

Perceptions of undergraduate nursing students regarding their competency in administering medications: A qualitative study

AimThis study aims to explore and describe self-reported perceptions of nursing students’ competence in the administration of medication. BackgroundMedication errors are a significant concern in hospitals, as they can result in serious harm and even death for patients. Nursing students play a crucial role in administering medication and preventing errors, but they are also prone to making mistakes. While numerous studies have extensively examined the factors that contribute to medication errors, few have focused on the assessment of competency among nursing students. DesignThis study employed a qualitative exploratory and descriptive design. MethodsA total of 10 undergraduate nursing students at a higher education institution consented to participate in face-to-face, semi-structured individual interviews. Data were collected between August and September 2022 using an interview guide. The interviews were audio recorded and analysed using Braun and Clarke's six steps of thematic analysis. ResultsThe study revealed two major themes: (1) ‘Perceived barriers to competency’, which include participants' concerns regarding making errors, knowledge in pharmacology, self-efficacy in mathematics and level of supervision; and (2) ‘Mechanisms for improvement’, which centre on enhancing simulation proficiency, improving supervision and integrating pharmacology education in year two of nursing training. ConclusionThe study findings suggest that student nurses face various barriers to competence, such as a fear of making mistakes, a lack of pharmacology knowledge and low self-confidence in calculating drug dosages. To address these issues, prioritising supervision is crucial to facilitate student learning and ensure safety. Future research should consider investigating the perspectives of nurse educators on pharmacology curricula.

PISA 2022. Predictores de la competencia matemática de los estudiantes españoles de Educación Secundaria

Mathematical competence is fundamental for active, participatory and engaged participation in the 21st century, and for facing the challenges of a globalised society. This study aims to analyse the simultaneous effect of a set of predictors on the mathematical competence of Spanish students who have participated in PISA 2022. The sample consists of 28,792 Spanish students (14,465 boys, 50.24%; 14,327 girls, 49.76%), from 935 schools. Two questionnaires are used to collect data: one for students and one for school principals. A hierarchical linear model is used according to the three levels presented by the data (Level 1=Students, Level 2=School and Level 3=Autonomous Community). At the first level, sex, socio-economic background, family cultural level, mathematics anxiety and self-efficacy is included; at the second level, the socio-economic background of the school; and at the third level, GDP per capita. The results show that girls experience more anxiety and less self-efficacy in mathematics than boys. The socio-economic background of the students, the cultural level of the family, mathematics anxiety and mathematics self-efficacy are significant predictors of mathematical competence. At school level, socio-economic background has an impact on achievement. These findings suggest the need to strengthen collaboration between school and family, as well as to provide specific training for teachers on how to address socio-affective feelings towards mathematics.

PISA 2022. Predictors of the mathematics achievement of Spanish students in Secondary Education

Mathematical competence is fundamental for active, participatory and engaged participation in the 21st century, and for facing the challenges of a globalised society. This study aims to analyse the simultaneous effect of a set of predictors on the mathematical competence of Spanish students who have participated in PISA 2022. The sample consists of 28,792 Spanish students (14,465 boys, 50.24%; 14,327 girls, 49.76%), from 935 schools. Two questionnaires are used to collect data: one for students and one for school principals. A hierarchical linear model is used according to the three levels presented by the data (Level 1 = Students, Level 2 = School and Level 3 = Autonomous Community). At the first level, sex, socio-economic background, family cultural level, mathematics anxiety and self-efficacy is included; at the second level, the socio-economic background of the school; and at the third level, GDP per capita. The results show that girls experience more anxiety and less self-efficacy in mathematics than boys. The socio-economic background of the students, the cultural level of the family, mathematics anxiety and mathematics self-efficacy are significant predictors of mathematical competence. At school level, socio-economic background has an impact on achievement. These findings suggest the need to strengthen collaboration between school and family, as well as to provide specific training for teachers on how to address socio-affective feelings towards mathematics.

Investigating the effects of Realistic Mathematics Education on mathematical creativity through a mixed-methods approach

This study investigates the effect of Realistic Mathematics Education (RME) on mathematical creativity among 96 seventh-grade students in North Kalimantan. Using an embedded experimental design, students were assigned to an experimental group (RME) and a control group (conventional teaching), each consisting of 32 students. The pretest and posttest showed a significant increase in mathematical creativity in both groups, with a greater increase in the RME group. Interviews indicated that RME positively impacted students' mathematical self-efficacy, proficiency in fractions, and enjoyment of learning. Students also favored teaching on the blackboard and mathematics games, which increased their interest. These findings confirm the effectiveness of RME in enhancing mathematical creativity and suggest further exploration of diverse learning media and icebreakers. This study highlights the potential of RME to foster creativity and recommends its integration into the mathematics curriculum.

THE EFFECTIVENESS OF MATHEMATICS LEARNING THROUGH A REALISTIC MATHEMATICS EDUCATION APPROACH IN ELEMENTARY SCHOOLS

The research aims to analyze the effectiveness of mathematics learning through the realistic mathematics education approach in learning the concept of counting integers in grade VI elementary school students. The research used a quasi-experiment with one pretest postets design. The research involved 32 grade VI students at SDN 205 Neglasari, Coblong District, Bandung City. The research instrument is in the form of a multiple-choice test that includes addition and subtraction of decimal numbers. Research shows that the RME approach is effective in producing a significant improvement in students' learning completeness in the addition and subtraction of decimal integers, as well as improving mathematical problem-solving, self-efficacy, reasoning, and mathematical literacy. RME encourages students to recognize the practical application of mathematical concepts through real-world contexts and cultural elements, as well as to cultivate creative and imaginative thinking skills so that they can be an important strategy in improving mathematics education in primary schools.

Enhancing high-school dropout identification: a collaborative approach integrating human and machine insights

Despite its proven success in various fields such as engineering, business, and healthcare, human–machine collaboration in education remains relatively unexplored. This study aims to highlight the advantages of human–machine collaboration for improving the efficiency and accuracy of decision-making processes in educational settings. High school dropout prediction serves as a case study for examining human–machine collaboration’s efficacy. Unlike previous research prioritizing high accuracy with immutable predictors, this study seeks to bridge gaps by identifying actionable factors for dropout prediction through a framework of human–machine collaboration. Utilizing a large dataset from the High School Longitudinal Study of 2009 (HSLS:09), two machine learning models were developed to predict 9th-grade students’ high school dropout history. Results indicated that the Random Forest algorithm outperformed the deep learning algorithm. Model explainability revealed the significance of actionable variables such as students’ GPA in the 9th grade, sense of school belonging, self-efficacy in mathematics and science, and immutable variables like socioeconomic status in predicting high school dropout history. The study concludes with discussions on the practical implications of human–machine partnerships for enhancing student success.

Mathematical Modeling Self-Efficacy of Middle School and High School Students

Mathematical modeling is a cyclical process involving the competencies of understanding the problem, simplifying, mathematizing, working mathematically, interpreting, and validating. Mathematical modeling self-efficacy beliefs are essential to students’ mathematical modeling performance. This study examined middle and high school students’ mathematical modeling self-efficacy beliefs. The participants consisted of 1091 middle school students and 974 high school students. The data were collected through the “Mathematical Modeling Self-Efficacy Scale [MMSS]”. T-tests and ANOVA test statistics were used to determine the effect of gender, school level, grade level and previous engagement in model-eliciting activities on the mathematical modeling self-efficacy beliefs. The results showed that the mathematical modeling self-efficacy beliefs of middle school students were significantly higher than those of high school students. Furthermore, middle school students’ mathematical modeling self-efficacy beliefs did not differ significantly by gender, while at the high school level there was a significant difference in favor of males. Regarding grade levels, only a statistically significant difference was found between the mathematical modeling self-efficacy beliefs of seventh- and eighth-grade students. Moreover, middle and high school students who had previously engaged in model-eliciting activities had significantly higher mathematical modeling self-efficacy beliefs than those who had not. In the accessible literature, there is no study on the mathematical modeling self-efficacy beliefs of middle and high school students. Therefore, we believe this study’s results will contribute to the literature on mathematical modeling.

EFEKTIVITAS PEMBELAJARAN BERBASIS MASALAH UNTUK MENINGKATKAN KEMAMPUAN SELF EFFICACY BELAJAR MATEMATIKA SISWA

This research aims to find out whether problem-based learning is effectively used to increase students' mathematics learning self-efficacy. This research was carried out in the even semester of the 2023/2024 academic year with a total of 24 students. The method used in this research is descriptive analysis. The instrument in this research used a questionnaire. The students' mathematics learning self-efficacy questionnaire consisted of 35 questions consisting of positive questions and negative questions, using a Likert scale. In trial I the average result of the students' mathematics learning self-efficacy questionnaire was at a percentage of 74.96%, then in trial II the results of the students' mathematics learning self-efficacy questionnaire increased with an overall average score of 86.47%. Based on the results of trial I and trial II, students' self-efficacy in learning mathematics using problem-based learning increased by 11.51%. Thus, it can be concluded that problem-based learning is effectively used to increase students' mathematics learning self-efficacy.

Perceptions of Self-Efficacy and Anxiety in Mathematics: A Study of Secondary School Students in Pakistan

Perceptions of Self-Efficacy and Anxiety in Mathematics: A Study of Secondary School Students in Pakistan

Problem-based learning innovation through realism and culture: Impact on mathematical problem solving and self-efficacy in primary school students

Background: Elementary school students in Aceh Tamiang often struggle with problem-solving which negatively impacts their confidence. To address this issue, a new teaching approach called PBL-Reathnomath was developed, combining problem-based learning with real-world math examples and cultural references.Aim: This study aimed to determine the effectiveness of the PBL-Reathnomath model at improving students' problem-solving skills and self-confidence.Method: A study was conducted involving randomly selecting participants and dividing them into two groups. One group learned using the new PBL-Reathnomath model while the other group learned using traditional methods. Data were collected through tests and surveys and the results were analyzed using statistical methods.Results: The findings showed that the PBL-Reathnomath model significantly improved both the problem-solving abilities and self-efficacy of the students. The group that used this new model performed better on average than the group that used traditional methods. Further analysis confirmed that the PBL-Reathnomath model simultaneously affected problem-solving and self-efficacy, explaining a substantial portion of the variation in these outcomes.Conclusion: While the effect size was smaller compared to conventional learning, the study concluded that PBL-Reathnomath is a valuable and specialized approach for improving problem-solving skills and boosting self-confidence among elementary school students.

How do students' attitudes and mathematics teachers' self-efficacy impact students' achievement in mathematics?

Background: Mathematics holds a critical position within educational systems worldwide due to its extensive applications. At Dadieso Senior High School in Ghana, students consistently demonstrate low performance in mathematics, necessitating an investigation into potential determinants of academic achievement.Aim: This study aims to examine the impact of students' attitudes towards mathematics and the self-efficacy of mathematics teachers on students' mathematical achievements.Method: A descriptive-correlational research design was adopted, employing quantitative methods to analyze the relationships between students' attitudes, teachers' self-efficacy, and students' academic performance. The study sampled 218 students and 7 teachers, utilizing the Attitude towards Mathematics Inventory (ATMI), the Teacher Self-Efficacy Scale (TSES), and a Mathematics Achievement Test (MAT) for data collection.Results: The analysis revealed a moderate positive correlation between students' attitudes towards mathematics and their academic performance, indicating that positive attitudes are linked to better outcomes. Furthermore, a significant, albeit smaller, positive correlation was identified between teachers' self-efficacy and student achievement, highlighting the impact of teacher confidence on student success.Conclusion: Fostering positive attitudes towards mathematics among students is essential for improving academic performance. Likewise, enhancing teachers' self-efficacy substantially influences student achievement. These factors should be the focus of interventions aimed at enhancing mathematical outcomes in educational settings.

The relationship between mathematics self-efficacy and mathematics achievement: multilevel analysis with NAEP 2019

BackgroundThis empirical study aims to investigate the association between mathematics self-efficacy and mathematics achievement gaps among students in Grades 4, 8, and 12, utilizing data from the 2019 National Assessment of Educational Progress (NAEP). The study also considers student-level (e.g., mathematics self-efficacy, gender, race/ethnicity) and school-level (e.g., school location, proportion of underrepresented students) demographics to provide a comprehensive analysis of the factors contributing to mathematics achievement gaps.MethodsA two-level cross-sectional multilevel modeling approach was employed to analyze the variance in mathematics achievement, partitioning it into within- and between-school components. This approach allowed for an examination of association between mathematics self-efficacy and achievement gaps while considering various student and school characteristics. The rationale behind this methodology lies in its ability to capture the hierarchical nature of educational data and provide a nuanced understanding of the factors associated with mathematics achievement.ResultsThe analysis of the NAEP data revealed substantial variability in mathematics achievement across schools in the United States at all grade levels. Furthermore, mathematics self-efficacy emerged as a robust predictor of students' mathematics achievement, exhibiting significant effect sizes for Grades 4, 8, and 12. Remarkably, when students' mathematics self-efficacy was held constant, the mathematics achievement gaps among different student subgroups by gender, race/ethnicity, ELL, IEP, NSLP status narrowed, highlighting the importance of self-efficacy in addressing these disparities. The study also identified the presence of significant school contextual effects, further emphasizing the role of the educational environment in shaping mathematics achievement.ConclusionsThis study underscores the critical role of mathematics self-efficacy in influencing mathematics achievement gaps among students. By acknowledging the association between self-efficacy beliefs and mathematics achievement, policymakers and educators can develop targeted interventions to enhance students' confidence and motivation in mathematics, ultimately promoting equitable educational outcomes. The findings also emphasize the significance of school-level factors, calling for comprehensive approaches that consider both individual and contextual factors in narrowing achievement gaps. The implications of adopting a self-efficacy perspective to address mathematics achievement gaps extend to educational policy, curriculum development, and instructional practices, ultimately fostering more inclusive and effective mathematics education for all students.