Mathematics Self-efficacy Research Articles

Development and Validation of the Mathematics Attitude Scale (MAS) for High School Students in the Southern Philippines

This study developed an instrument that measures the attitude of Filipino high school students towards mathematics, with reliable predictors and factors. Using the responses of 300 high school students from Zamboanga Sibugay, the validity and reliability of the Mathematics Attitude Scale (MAS) was tested using Exploratory Factor Analysis (EFA) and reliability analyses. The EFA showed that four-factor structures of the instrument, regarding the mathematics attitude for high school students, explained 27.48% of the variance in the pattern of relationships among the items. The Average Variance Extracted (AVE), Composite Reliability, and Cronbach’s Alpha coefficients were reported. They proved that the extracted constructs have obtained and satisfied convergent validity. Thirty-three items remained in the final questionnaire after deleting the twenty-seven items with factor loadings of less than 0.4 (Students’ Perceived Motivation and Support in Learning Mathematics: twelve items; Students’ Perceived Anxiety in Learning Mathematics: ten items; Students’ Perceived Self-Efficacy in Learning Mathematics: six items; and Teachers and Parents’ Influences to Students in Learning Mathematics: five items). This study has confirmed the four-factor structure of the MAS. Educators and researchers can use the MAS to better understand the attitudes of Filipino high school students towards mathematics.

Increasing Self-efficacy and Alleviating Anxiety using Touch Math and Instructional Games: An Intervention for Low Performing Seventh Graders

The pre-experimental one-grouped pretest-posttest design was the researcher’s way on providing a single group and intervention during the experiment. This study was limited to the mathematical anxiety, self-efficacy and mathematical performance of the 19 grade seven students of Telesforo and Natividad Alfonso High School for the school year 2016-2017. The coverage of this study was the third grading period geometry lesson and its main goal was to determine the problems that contribute to the mathematical anxiety and respondents’ self-efficacy and its effect on their performance. Most especially, its major aim was to increase the students’ self-efficacy and decrease their anxiety using touch math and instructional games strategies. As drawn from the results of the study, touch math on instruction and instructional games on assessment positively decreased students’ mathematical anxiety, negatively increased their self-efficacy, and developed their academic performance. And it was suggested that different approaches such as cooperative learning, making topics practical and workable, and students’ perceptions towards Mathematics should be taken into considerations in teaching Math to enhance their mathematical ability.

Identity, Hard Sums and Butterflies

This article examines mathematics education in the Irish prison system, and the impact that learning mathematics and receiving certification has on the identity of those studying so-called ‘hard sums.' It describes the lived experiences of people who have taken classes in prison, reflects on why they came to these classes to begin with, charts their emotions, and how they express their new identities as students. This article draws from earlier studies into the experiences of former prisoners who are currently engaged in higher level education, and who reflected on the effects that learning had on their identities: as parents, as sons or daughters, as citizens, as students. The article looks at how their experiences contrast with the experiences of other mature students returning to education in other higher and further education settings. National certification is available to everyone attending education in prison in Ireland, and this article reflects on the impact that certification has on the identity of the prisoner. It will show that in prison, a small step in the right direction at the right time can lead to identity change, akin to a transformation from cocoon to butterfly. The author has taught for many years in prison education centres, and is currently researching mathematics education in prisons, from different perspectives including mathematical self-efficacy, grit and resilience and the impact of mathematics education on the identity of the individual.

MENINGKATKAN KEMAMPUAN KONEKSI MATEMATIK DAN SELF EFFICACY SISWA SMP MELALUI PENDEKATAN BRAIN BASED LEARNING

This research is based on facts in the field indicating that the mathematical connection ability of self-efficacy of students has not been in accordance with expectations. This study aims to improve the ability of mathematical connections and self-efficacy of students using the Brain Based Learning approach. This research method is an experimental method with the population of all SMPN students in Cianjur District and a sample of two classes of students SMPN 2 Cipanas randomly selected class. Instruments used are test instruments and non-test. The result of the research shows that the improvement of mathematical connection ability and self-efficacy of students using Brain Based Learning approach is better than using ordinary learning. this study has an association for both variables with moderate criteria. Keywords: Brain Based Learning, Mathematical Connection, Self-Efficacy.

Self-Efficacy and Attitude towards Mathematics: It's Implication to Mathematics Learning

The study explored the implication of cognitive model to mathematics learning. Specifically, it determined the relationship and effects of students’ attitude towards mathematics (ATM) and mathematics self-efficacy (MSE) to students’ mathematics performance. The study utilized the mixed method of research. The participants of the study were the 304 second year teacher education students to determine the causes, effects, and ways of overcoming negative ATM and low MSE. Results revealed that students’ ATM and MSE were both significantly correlated and affect mathematics performance. The main cause of negative ATM was the teacher’s behavior and pedagogy. The causes of low MSE were personal ability; fear of committing mistakes; and destructive feedback from teachers. Students’ negative ATM and low MSE resulted on students performing less in class. To overcome these challenges, teachers should treat seriously the need for improving the cognitive model among the students, because it influences their lives today and in the future. Teachers should help students manage their thoughts, emotions, and behavior positively towards mathematics. It can be done through teachers’ careful curriculum planning, writing, & implementation with appropriate supported curriculum that aims to develop positive ATM and high MSE among students. The students also need their parents’ support through monitoring, and checking their progress.

A Mixture Partial Credit Analysis of Math Anxiety

The purpose of this study was to investigate a new methodology for detection of differences in middle grades students’ math anxiety. A mixture partial credit model analysis was used to detect distinct latent classes based on homogeneities in response patterns. The analysis detected two latent classes. Students in Class 1 had less anxiety about apprehension of math lessons and use of mathematics in daily life, and more self-efficacy for mathematics than students in Class 2. Students in both classes were similar in terms of test and evaluation anxiety. Moreover, students in Class 1 were found to be more successful in mathematics, mostly like mathematics and mathematics teachers, and have better educated mothers than students in Class 2. Manifest variables of gender, attending private or public schools, and education levels of fathers did not differ among the latent classes. Characterizing differences between members of each latent class extends recent advances in measuring math anxiety.

The Influence of School Practices on Academic Self-Efficacy Towards Mathematics Achievement

The purpose of this article is to specify whether there is any influence of school practices towards mathematics self-efficacy and mathematics outcomes. The studies about the effect of school practice on student achievement have a long history both domestically and abroad. However, the investigation of how the social context of school and practices affect student performance is not clear, especially in mathematics. To investigate this, I will chose al-touri secondary school where I teach as a case-study for my research. The instrument use for the article will be based on a questionnaire, which contains 2 sections. Section 1 will contain “School Level Environment Questionnaire” (SLEQ). Section 2 will contain “Mathematic Self-efficacy Questionnaire” (MSEQ). The mathematic scores of students will be taken for the first and second semester to compare between them and to see if there is a significant relationship between school practices and mathematics self-efficacy and mathematics outcomes. The findings indicate that there is a significant difference in students’ perception about their school practice and mathematic self-efficacy based on their achievement and according to ANOVA test, there is a relationship between school practices and mathematic self-efficacy. The result from this study can be generalized to the population of all schools in the Arab Sectors in Israel. Moreover, we can use the questionnaires obtained in the study to identify the strengths and weaknesses of schools in their teaching and learning process and to focus on improving their latter, at the same time maintaining the strength of their teaching strategies.

Guided Discovery Worksheet for Increasing Mathematical Creative Thinking and Self-Efficacy

This research development aimed to develop of worksheet based on guided discovery for increasing mathematical creative thinking and student’s self-efficacy. Development stage in this study is a preliminary study, planning, development of worksheet, worksheet validation, and field testing. The subject of this research is the students of class 10A3 and 10A5 MAN 1 Central Lampung in the Academic of 2017/2018. The data of this research were obtained by observation, interview, mathematicalcreative thinking ability test and self-efficacy scale. The result of the validity by subject matter expert and media expert showed that the worksheet is considered excellent. The Initial field testing results indicate that worksheet is included in either category. The field testing results showed that (1) the student’s mathematical creative thinking aspect was effective because seen from the N-Gain of 0,54 which included in the category of moderate improvement and (2) the student’s self-efficacy was effective because seen from the N-Gain of 0,36 which included in the category of moderate improvement. It can be concluded that worksheet based on guided discovery effective way to improve the mathematical creative thinking ability and student’s self-efficacy.

Improving students’ mathematical reasoning and self-efficacy through Missouri mathematics project and problem-solving

[English]: This article aims to elucidate the effectiveness of Missouri mathematics project-problem solving learning (MMP-PS) toward mathematical reasoning ability and self-efficacy. We conducted quasi-experiment research which involves 132 lower secondary school students (age 14-15 years old) as the population. Of the population, 25 students respectively in two classes were selected randomly as experiment class and control class. The experiment class was taught using MMP-PS, and a control class was taught using MMP (Missouri mathematics project learning). Data were analyzed using one sample t-test to examine the effectiveness of MMP-PS and MMP toward mathematics reasoning ability and self-efficacy. The difference of students’ mathematical reasoning and self-efficacy before and after the treatment was analyzed using Manova. The comparison of the effectiveness of MMP-PS and MMP were analyzed through a t-Benferroni test. This article shows that MMP-PS is effective on mathematical reasoning ability and self-efficacy. Meanwhile, MMP is effective on mathematical reasoning ability. The MMP-PS was better than MMP on students’ self-efficacy. Thus, MMP-PS could be utilized in mathematics learning to support students’ mathematical reasoning ability and self-efficacy.
 Keywords: Missouri mathematics project, Problem solving, Mathematical reasoning, self-efficacy
 [Bahasa]: Artikel ini bertujuan untuk mendeskripsikan keefektifan pembelajaran missouri mathematics project dengan pendekatan problem solving (MMP-PS) terhadap kemampuan penalaran matematika dan self-efficacy. Penelitian kuasi eksperimen dilaksanakan dengan melibatkan 132 siswa SMP (kisaran umur 14-15 tahun) sebagai populasi. Dipilih secara acak dua kelas yang terdiri dari masing-masing 25 siswa sebagai kelas eksperimen dan kelas kontrol. Kelas eksperimen diajar dengan menggunakan pembelajaran Missouri mathematics project dengan pendekatan problem solving dan kelas kontrol diajar dengan pembelajaran missouri mathematics project (MMP). Data penelitian dianalisis melalui uji satu sampel untuk mengukur keefektifan MMP-PS dan MMP terhadap kemampuan penalaran matematika dan self-efficacy. Perbedaan kemampuan penalaran matematika dan self-efficacy siswa sebelum dan sesudah pembelajaran dianalisis menggunakan uji Manova. Perbandingan keunggulan antara MMP-PS dan MMP menggunakan uji t-Benferroni. Hasil penelitian menunjukkan bahwa MMP-PS efektif ditinjau dari kemampuan penalaran matematika dan self-efficacy. Sementara itu, pembelajaran MMP efektif ditinjau kemampuan penalaran matematika. Pembelajaran MMP-PS lebih unggul dari pembelajaran MMP ditinjau dari self-efficacy siswa. Jadi, MMP-PS bisa digunakan dalam pembelajaran matematika untuk mendukung kemampuan penalaran matematika dan self-efficacy. 
 Kata kunci: Missouri mathematics project, Penalaran matematika, Self-efficacy, Pemecahan masalah

Improving Students’ Mathematical Problem Solving Ability and Self-Efficacy through Guided Discovery Learning in Local Culture Context

Qualified learning materials is needed in the efforts to improve the quality of teaching-learning mathematics. Qualified learning materials can be obtained through development research. Learning materials in this study were learning materials that were developed based on guided discovery learning model. The learning materials was also developed by integrating local culture into a guided learning model. The local culture in this study was adapted to the local culture of the students, namely the Batak Toba. Learning materials in this study were developed using the development model of Thiagarajan et al. (1974). The result of second trial showed that learning materials based guided discovery learning with Batak Toba context improved students’ mathematical problem solving ability and self-efficacy significantly. Based on the results of the study, it was suggested that mathematics teachers make an effort qualified learning materials and integrate local culture in mathematics learning.

Examination of the Relationships Between Mathematics Literacy Self-Efficacy Perceptions of Preschool Teachers and Geometric Shape Recognition and Number Skills of Children With Structural Equation Modelling

This study aimed to examine the relationship of mathematics literacy self-efficacy perceptions of preschool teachers with geometric shape recognition and number skills of children using structural equation modelling. The descriptive study adopted a relational screening model. The study sample comprised 9 teachers and 103 children selected by maximum variation sampling in the Afyon province. The Self-Efficacy Scale for Mathematics Literacy developed by Özgen and Bindak (2008), the Geometric Shape Recognition Test developed by Aslan (2004) and the K-SEALS used by Uyanık and Kandır (2014) for validity and reliability studies were employed in the study. The relationships between the study variables were examined with structural equation modelling. The study results showed that teachers’ level of mathematical literacy self-efficacy was an important predictor of children’s recognition of geometric shapes and their numerical skills.

The Effect of Cooperative Learning Type Think Pair Share with Autograph on the Mathematical Representation Ability and Self-efficacy

This research attempts the effect of Cooperative Learning type Think Pair Share (TPS) with Autograph on the mathematical representation ability and self-efficacy students. The purpose of this study was to investigate the effect of Cooperative Learning type TPS with Autograph to the students Mathematical Representation Ability and the effect of Cooperative Learning model type TPS with Autograph helping to the students Self-Efficacy. The research samples comprised 36 XI 5 graders (experiment I class) and 36 XI 6 graders (experiment II class) from a Senior High School (SMA) in Medan. We used a quasi experimental design with Cooperative Learning type TPS with Autograph and Cooperative Learning type TPS without Autograph as the independent variables. The dependent variables included the mathematical representation ability and students self-efficacy. The instrument used consisting of the initial mathematical abilities (KAM) test, mathematical representation ability test and self-efficacy questionnaire. The analysis is used two way ANOVA. The research findings indicate that there is a significant effect of Cooperative Learning model type TPS with Autograph to the students mathematical representation ability and there is a significant effect of Cooperative Learning model type TPS with Autograph to the students self-efficacy.

“A matemática, ela assusta um pouco”: crença de autoeficácia e mudança de atitudes de estudantes de Pedagogia a partir da pesquisa na formação inicial

Este artigo refere-se a uma investigação, em nível de pós-doutorado, na área da Psicologia da Educação Matemática, desenvolvida junto ao Programa de Pós-Graduação em Educação para Ciência da Universidade Estadual Paulista ‘Júlio de Mesquita Filho’ – UNESP/Bauru – que teve como objetivo compreender a mudança de atitude em relação à Matemática durante o processo de formação inicial de estudantes da licenciatura em Pedagogia a partir do contato com a pesquisa em Educação Matemática, em seus trabalhos de conclusão de curso (TCC´s). O enquadramento teórico adotado aborda questões ligadas ao papel da pesquisa na formação do professor, crenças e atitudes, como também a aprendizagem da Matemática. A metodologia da pesquisa se inscreve no campo qualitativo em adotou-se a observação participante durante as orientações com as alunas da licenciatura e a narrativa como elemento estruturante da coleta e análise de dados com base em roteiros de entrevistas semiestruturados. Com a conclusão do estudo, foi possível perceber que a aproximação com as recomendações da literatura especializada da área, contribui para o desenvolvimento da autoeficácia, de atitudes positivas e da confiança em relação à Matemática, visando à construção da futura prática pedagógica

Developing Learning Materials Based on Realistic Mathematics Education with Malay Culture Context to Improve Mathematical Communication Ability and Self-Efficacy of Students in SMPN 2 Talawi

This study aims to: 1) analyzing the effectiveness of learning materials that developed through realistic mathematics education with Malay culture context (RME-MCC); 2) analyzing the improvement of students mathematical communication ability by using learning materials that developed through RME-MCC; 3) analyzing the attainment of self-efficacy students by using learning materials that developed through RME-MCC. This research is a development research conducted in two stages, namely the first stage of developing learning materials through RME-MCC using a development model 4-D, and the second stage testing the learning materials through RME-MCC developed in classes VII-1 and VII-2 SMPN 2 Talawi. Learning materials generated from this study are: lesson plans, teacher books, student books, worksheet, and mathematical communication ability tests. From the results of trial I and trial II, it was obtained: 1) the learning materials through RME-MCC met the valid and effective criteria; 2) there is an increase in students mathematical communication ability by using learning materials through RME-MCC, in the trial I obtained an average score of pretest 53,13% and a score of posttest 68,75%, and in the trial II with an average score pretest 65,63% and score posttest 87,50%; 3) the attainment of self-efficacy of students taught using learning materials through RME-MCC in the trial I obtained an average of 81,34% and in the trial II 86,59%. Based on the results of the study it was suggested that mathematics teachers seek mathematics learning using learning approaches and learning materials that integrate local culture in mathematics learning.

Impact of math self-efficacy, math anxiety, and growth mindset on math and science career interest for middle school students: the gender moderating effect

This study tested a proposed model consisting of mathematics anxiety, mathematics self-efficacy, and implicit theories of intelligence in predicting mathematics and science career interest in middle school students, while controlling for student math level. One hundred fifty-two seventh-grade students in a middle school in the USA participated in the study. Results revealed both similarities and differences on the relation among the intended variables by gender. The path analyses showed that, for boys, mathematics self-efficacy mediated the relation between implicit theories of intelligence and mathematics and science career interest. In addition, student mathematics level exerted a direct impact on mathematics anxiety, growth mindset, and career interest for boys. For girls, mathematics anxiety exerted a direct impact on their career interest. Implications of the results are discussed.

Social Environment in Supporting Gifted Students’ Academic Achievement

The implementation of acceleration program for the gifted students was problematic and has been dismissed by Indonesian Government in 2014. 240 first year students from three high schools in Jakarta participated in this study. The study focused on the social environment that is projected in accelerated and regular classrooms. Type of Classrooms is associated with Accelerated learning. Path analysis model was used to develop the relationships between latent and manifest variables. This study employed PLSPATH program to analyse the data. The results showed accelerated learning is positively related to Self-Regulated Learning in Biology but there is only a very weak relation in Mathematics. Accelerated learning positively and marginally related to Self-Efficacy in Biology, but negatively and marginally related to Mathematics Self-Efficacy. There is a significant relationship between Accelerated learning and Achievement in both Mathematics and Biology.

An Analysis of Metacognition and Mathematical Self-Efficacy Toward Mathematical Problem Solving Ability

Mathematical problem solving ability was required in NCTM in addition to the ability of connection, communication, and mathematical representation. In other side, metacognition plays a important role in the process of solving problems in mathematics. Another factor predicted having important role in setting the cognitive processes of students in problem solving is self-efficacy. The main purpose of this study was to measure the relationship about metacognition and mathematical self-efficacy towards mathematical problem solving ability. The samples of this study are 345 students grade X of Senior High School in Kediri, East Java, Indonesia. The result of this study indicated significant relationship between metacognition and mathematical self-efficacy toward mathematical problem solving ability. It was concluded that metacognition and mathematical self-efficacy influence the mathematical problem solving ability.

Identifying Taiwanese Teachers’ Perceived Self-efficacy for Science, Technology, Engineering, and Mathematics (STEM) Knowledge

This study, first of all, aimed to develop a new survey to assess Taiwanese teachers’ perceived self-efficacy in STEM knowledge. Second, it aimed to probe any differences in teachers’ perceived self-efficacy in STEM knowledge regarding their gender and teaching subjects. Last, we examined the structural relations among teachers’ perceived self-efficacy in STEM knowledge and their attitudes toward STEM education. The participants were 220 high school teachers in Taiwan. The 30-item instrument consisted of six factors: scientific inquiry, technology use, engineering design, mathematical thinking, and synthesized knowledge of STEM, as well as attitudes toward STEM education. The results showed that the proposed instrument was valid and reliable. In addition, male teachers outperformed female teachers in each dimension of the survey. Last, teachers’ self-efficacy in synthesized knowledge of STEM had two mediating effects. One was in the relationship between self-efficacy in engineering design and attitudes toward STEM education. The other was in the relationship between self-efficacy in Mathematical Thinking and Attitudes toward STEM education.

ANALISIS HUBUNGAN KEMAMPUAN BERPIKIR KREATIF MATEMATIS DAN SELF EFFICACY SISWA SMK

The purpose of this research is to examine how the relationship between mathematical creative ability and self-efficacy of vocational students. The research method used in this research is correlational research, where the purpose of this research to see the relationship between two variables. Where the population is taken is all students of SMK on one SMK in Cmahi City, and taken a sample of one class. In the form of a test of creative thinking test in the form of a description of 5 questions and non-test in the form of self-efficacy questionnaire as many as 30 statements The Questionnaire Score is then transformed using Method of Successive Interval (MSI), then tested the correlation using Product Moment Pearson and Spearman. From the results of the study showed that there is a significant relationship between the ability of mathematical creative thinking and self-efficacy of students in learning mathematics

Relationship of Mathematics Self-efficacy and Competence with Behaviors and Attitudes of Engineering Students with Poor Mathematics Preparation

This mixed methods research study focuses on two relevant factors in students’ decisions to pursue and complete an engineering major: mathematics preparation and mathematics self-efficacy. This study describes the relationship of mathematics self-efficacy on engineering students’ performance, behavior, and attitudes in their first college mathematics courses. Participants completed a mathematics self-efficacy survey (n=408); 11 were selected to be interviewed. A grounded theory approach was used to examine participants’ behaviors and attitudes in college mathematics courses, their mathematics self-efficacy beliefs, and how these beliefs aligned with their mathematics competence. Interview participants reported relatively high mathematics self-efficacy, but many revealed a mismatch between their mathematics self-efficacy beliefs and mathematics competence levels. Participants who had a balance between these two factors reported being more likely to spend extra time working to overcome their mathematics deficiencies and seeking extra help. However, participants with a mismatch reported being more likely to procrastinate and put little effort into improving their mathematics competence, blaming external factors for their struggles. Despite showing different behaviors and attitudes, all participants reported being likely to continue taking mathematics courses required for their major even after failing their first college mathematics course.