Mathematics Self-efficacy Research Articles

Multilevel Analysis of Student and School Variables Responsible for the Differentials in Mathematics Achievement: Evidence from the TIMMS 2015-Botswana

Mathematics literacy is essential for all further learning and future careers of students, therefore, the poor performance of Botswana Junior Certificate learners in Mathematics is very concerning. This study adopted an exploratory research design which utilized the TIMSS 2015 data to analyse student and school variables responsible for the differentials in mathematics achievement. TIMSS represents Trends in International Mathematics and Science Study. The socio-economic status of students’ parents, location of schools, and students’ gender in Botswana Junior Certificate students’ mathematics achievement were explored through the Multilevel (Hierarchical) Linear Model (HLM) to predict the mathematics achievement of the students. The data used for this study was derived from that of the tenth grade Botswana students; a total of 5964 (female = 3030, male = 2934) Botswana tenth graders from 159 schools who participated in TIMMS 2015.Based on the findings of the study, recommendations were made on some interventions to help improve students’ self-efficacy and confidence in mathematics.

Kemampuan pemahaman konsep berdasarkan self-efficacy matematis dan gender dalam situasi problem-based learning

The ability to understand concepts is an ability that supports students' ability to solve problems. However, psychological factors in the form of mathematical self-efficacy and gender, which are factors influencing this ability, have not been investigated much. The purpose of this study was to determine the ability to understand concepts based on mathematical self-efficacy and gender in problem-based learning situations. The one-shot case study design was applied to 70 grade 8 junior high school students in one of the schools in Mataram City selected by the purposive sampling technique. Data collection uses a concept understanding ability test, a mathematical self-efficacy questionnaire, and gender categorization. Data analysis techniques used were the one-sample t-test and the Anacova test. The results of the study show that the PBL model can assist students in developing conceptual understanding skills. Subsequent findings state that mathematical self-efficacy and gender are factors that determine students' ability to understand concepts.

크래치를 활용한 수학수업에서 도구화 수준과 컴퓨터 프로그래밍 자기효능감에 관한 연구

The study investigated students’ instrumentalization levels and computer programming self-efficacy in mathematics classrooms while using Scratches, to understand the properties of equality. 32 of 7th-grade students from D middle school in Gyeonggi-do participated in the program consisting of 7 lesson units. To investigate individual students' levels of instrumentalization, each worksheet they worked on using Scratches was saved into computers after each lesson. Questionnaires measured self-efficacy regarding computer programming at the study's beginning and the end. The level of students' instrumentalization was revealed to be variously from level 0 to 4. In the beginning, 9% of students corresponded to level 3 or 4, but more than 80% of students reached level 3 or above at the end. In addition, computer programing self-efficacy was improved significantly.

학생의 수학 정의적 성취에 영향을 주는 교사와 학생의 마인드셋에 관한 연구

We investigated how student’s mindset, affective achievement, and teacher’s mindset were intertwined assuming the casual relationship between students’ affect and mindset. We developed serve's for teachers and students through rigorous literature review, expert review. The data were collected from 3,530 students and 151 teachers and the two-step approach to latent variable modeling. In addition, the relationship between student’s mindset, affective achievement, and teacher’s mindset was examined with path analysis. The findings showed that teacher’s mindset, particularly growth mindset has positive effects on student’s affective achievement like interest and self-efficacy in mathematics through student’s growth mindset. The findings suggest some implications that mathematics educators need to consider ways to shape student’s and teacher’ growth mindset – their mathematics ability can be developed through hard work – instead of methods to improve students’ affective achievement directly.

개별화 교수전략을 적용한 AI 기반 적응형 학습 시스템 활용 중학교 기초학력 미달 수업에 관한 참여적 실행연구

Objectives The purpose of this study is to conduct action research on a mathematics class for students with below basic academic ability using an AI-based adaptive learning system to which a personalized instruction strategy is applied and to explore educational changes between learners and teachers in this process.
 Methods For this reason, teachers and researchers conducted math classes using an AI-based adaptive learning system that applied personalized instruction strategies derived for middle school students with the achievement of below basic proficiency level for about four months. Collecting main data was from observation logs, reflection logs, interview, learning data, and mathematical learning affective domain test, and the data were analyzed as the mixed research method.
 Results During research, a class for students with below basic academic ability was changed to a personalized class using the AI-based adaptive learning system, and in this process, planning, execution, and reflection of personalized class using AI-based adaptive learning were analyzed. The learners who participated in this study were diagnosed and recovered the prerequisite learning deficits and the cognitive domains generally increased, while no significant differences were found in the affective domains. Through qualitative analysis, we confirmed that mathematical interest and mathematical self-efficacy improved and learning satisfaction increased. Teachers realized personalized classes, experienced roles of new instructors, and discovered the possibility of personalized and customized instruction within the school.
 Conclusions Based on the results of this study, the implementation process, advantages, and limitations of classes using the AI-based adaptive learning system applied with personalized instruction strategies were reviewed, and measures were discussed to realize personalized instruction at schools.

Self-Efficacy and Mathematical Ability: A Meta-Analysis of Studies Conducted in Indonesia

This study aims to examine the relation between self-efficacy and mathematical ability based on educational level and geographical location. This study employed meta-analysis by involving 30 empirical studies and 2,298 participants. Results revealed that mathematical ability and self-efficacy had a moderate positive relationship (r = 0.553). Furthermore, geographical location and educational level were not the moderating factors affecting the strength of the relation between mathematical ability and self-efficacy.

Çocuk Edebiyatıyla Bütünleştirilmiş Matematik Dersinin Problem Çözme Tutumuna, Matematiksel İlişkilendirmeye ve Matematik Özyeterliğine Etkisi

The aim of this study is to examine the effect of mathematics courses integrated with children’s literature on the problem-solving skills and strategies, the attitudes towards mathematical problem solving, the mathematical connection self-efficacy and mathematical self-efficacy levels of 8th grade students. The quasi-experimental design with pretest-posttest control group was used. The research was conducted with 30 students. The data were obtained by using the Attitude Scale towards Mathematical Problem-Solving, the Problem-Solving Skills and Strategies Questionnaire, the Mathematical Self-Efficacy Scale and the Mathematical Connection Self-Efficacy Scale. Data were analyzed using Kolmogorov Smirnov, Shapiro Wilk, related samples t-test, Wilcoxon Signed Ranks test, independent samples t-test and Mann Whitney U tests. No statistically significant difference was found between the pretest and posttest scores of the experiment and control groups. However, it was observed that there was a positive change in the scores of the experiment group in the "Assessment of the Problem Solving" sub-topic of the problem-solving skills and strategies questionnaire. This finding can contribute to the evaluation of the solution of the problem, which has an important role in the problem-solving stages. Finally, the current findings differ slightly from the literature that argues that children’s literature integration has many contributions. Some suggestions for further studies and implications have been made according to the results.

Mathematical Ability in Terms of Socioeconomic Status and Mathematical Self-Efficacy

This study aims to examine students' mathematical abilities in algebra and numbers and then these abilities are viewed from socioeconomic status and mathematical self-efficacy. This study uses a descriptive design that will be examined by PGMI students at a state university in North Sumatra. The data was obtained by looking at the scores from the students' mathematical ability tests, the scores from the questionnaires and the mathematical self-efficacy scale. Data were analyzed using descriptive analysis techniques using the normal curve approach. The results showed that 1) the mathematical abilities of students who had low, medium, and high socioeconomic status were classified as the same for each category with low results, 2) the mathematical self-efficacy of students who had high and moderate had low mathematical abilities.

An Exploration of the Relationship Between Mathematics Self-efficacy and Mathematics Learning Achievement Based on the Learning Style of Field and Silverman Model

An Exploration of the Relationship Between Mathematics Self-efficacy and Mathematics Learning Achievement Based on the Learning Style of Field and Silverman Model

The effect of motivation and self-efficacy against mathematics learning achievement in hybrid learning

The coronavirus disease 2019 pandemic still leaves problems, one of which is in the world of education. Online learning has not become the optimal alternative for learning mathematics, especially for elementary school students. Hybrid learning is learning that integrates face-to-face learning and online learning. Learning by including limited face-to-face meetings can be one of the considerations to deal with the characteristic needs of elementary school students. Therefore, the purpose of this study is to examine the effect of elementary school students’ mathematics learning motivation in hybrid learning on their learning achievement, the effect of elementary school students' mathematics self-efficacy in hybrid learning on their learning achievement and also the effect of elementary school students' motivation and mathematics self-efficacy in hybrid learning on learning achievement. The method used is regression analysis using SPSS 23.0. Previously, the prerequisite test and normality test were carried out. This research was conducted in 5 schools with a sample of 132 elementary school students. After the research was conducted, the results showed that partially the motivation and self-efficacy variables of students' mathematics influenced students’ achievement. The variable of mathematics self-efficacy affects the achievement of 20.1%. Mathematics self-efficacy affects the achievement of 20.7%. Meanwhile, the two independent variables also influence the learning achievement of elementary school students, which is 23.6%. From these data, it can be seen that the variables of mathematics self-efficacy and student learning motivation together have a more significant effect than their partial effect on elementary school students’ learning achievement. Keywords: Hybrid learning, learning motivation, mathematics self-efficacy, learning achievement.

Confirmatory Factor Analysis to Measure Self-Efficacy and Outcome Expectation in Mathematics Learning

This study was conducted to analyze things that can have an influence on self-efficacy and outcome expectations in learning mathematics and to confirm the suitability of the model with the data using First order confirmatory factor analysis (1st Order CFA). The population in this study were students of SMA Plus Al Athiyah Aceh with a large sample of 53 students. The sample was selected based on a purposive sampling technique with the criteria that students with good, medium and low math achievement from each grade level. The research data were analyzed using the Linear Structural Model (LISREL) version 8.8 from Joreskog and Sorbom. The results of data analysis showed that the self-efficacy and outcome expectation instruments had good quality construct validity after eliminating the two items c3 and c5. Item c1 which is the belief in being able to correctly solve all math problems that the teacher gives most dominantly reflects self-efficacy in learning mathematics, while item d2 which feels it is important to learn mathematics most dominantly reflects the aspect of outcome expectation in learning mathematics.

Innate Mathematical Characteristics and Number Sense Competencies of Junior High School Students

The study determined the influence of innate mathematical characteristics on the number sense competencies of junior high school students in a Philippine public school. The descriptive-correlational research design was used to accomplish the study involving a nonrandom sample of sixty 7th-grade students attending synchronous math sessions. Data obtained from the math-specific Learning Style and Self-Efficacy questionnaires and the modified Number Sense Test (NST) were analyzed and interpreted using descriptive statistics, Pearson’s Chi-Square, and Simple Linear Regression analysis. The research instruments and statistics were all validated and tested for reliability. The analysis revealed that the students are virtual learners, had no or slight self-efficacy, and their number sense competency level is poor. They encountered difficulty in all the components and domains of the NST. Moreover, the students’ mathematical self-efficacy is significantly related and may influence their number sense competency level. Building upon the learners’ self-efficacy to further their understanding and skills in number sense is necessary.

Effect of Problem-Based STEM Activities on 7th Grade Students' Mathematics Achievements, Attitudes, Anxiety, Self-Efficacy and Views

This study investigates the effect of problem-based STEM (Science, Technology, Engineering, Mathematics) activities on 7th-grade students’ mathematics achievement, attitude, anxiety, self-efficacy, interest, and views. At the same time, the effects of these activities on students' anxiety, self-efficacy towards mathematics, and interest in STEM occupations were also examined. The study sample, which was selected using the convenience sampling method, consisted of 115 7th grade students of a public middle school in Turkey. In the quantitative phase of the research, a quasi-experimental research model with pre-test and post-test control group was used to determine the students’ mathematics achievement, attitudes, anxiety, self-efficacy towards mathematics and interests in STEM careers. In the qualitative phase semi-structured interview was used to understand students’ views on problem-based STEM activities and mathematics lessons in the qualitative part. Within the scope of the research, 6 different problem-based STEM activities related to ratio-proportion and percentages were applied to the experimental group students. The data collected from both groups before and after the implementation process were analyzed with descriptive statistics, independent samples t-test, and paired sample t-test. The results showed that problem-based STEM activities affect students’ mathematics achievement, self-efficacy, and interest in mathematics. It also helps students reducing their mathematics anxiety.

Research on Mathematics Self-efficacy: A Systematic Literature Review

Research on Mathematics Self-efficacy: A Systematic Literature Review

Prior mathematics achievement and mathematics self-efficacy as indicators for success in pre-service teachers’ achievement in geometry and trigonometry

This study is a quantitative research and used a correlational research design to investigate the relationship between pre-service teachers’ prior mathematics achievement (PA) at the senior high school and mathematics self-efficacy (MSEF) on learning and achievement in geometry and trigonometry in colleges of education. A sample of 449 pre-service teachers (264 males and 185 females) randomly selected from the population was used for the study. The result revealed a strong positive relationship between PA (r = 0.543), MSEf (r = 0.542), and geometry and trigonometry score. The study then concludes that the factors (PA, MSEf) have a positive relationship with geometry and trigonometry achievement. The study recommended that colleges of education should place much emphasis on pre-service teachers’ entry grade in mathematics when considering the requirement for admission.

The Influence of Senior High School Mathematics Teachers’ Demographic Variables on their Self-Efficacy in Teaching

Teachers' self-efficacy is teachers' ideas in their ability to successfully manage the tasks, responsibilities, as well as obstacles associated with their professional activity, plays a crucial role in influencing academic outcomes e.g., students' achievements as well as motivation and wellness in the working environment. The perception students have towards mathematics as a subject is one of the key concerns in educational stakeholder's desire to find a lasting solution to the issue of low grades in the subject and lack of interest in mathematics. Many teachers are reported to dislike, fear, and fail to understand mathematics; this leads to the conclusion that some high school teachers’ negative attitudes toward mathematics negatively affect their mathematics teaching self-efficacy beliefs, which eventually leads to ineffective mathematics instruction. The current study was conducted with the purpose of determining the influence of senior high school mathematics teachers’ demographic variables on their self-efficacy in teaching. The study was anchored on social cognitive theory. After comprehensive review of a number of existing literature, the study found out that majority of the reviewed literature reported that male teachers had significantly stronger self-efficacy views than their female colleagues. Moreover, the outcomes revealed that there was no statistically substantial difference between the means of the 5 teams of teacher mentor experience in regards to teacher efficiency. The research wraps up that teachers' group variables and also perspectives towards mathematics have significant impacts on their self-efficacy in training mathematics. The study hence advises that enhancing mathematics instructor's self-efficacy in instructing the topic is an important necessity that permanent and also potential teachers should be considered for trainees' mathematical success.

Pengaruh self-efficacy matematis terhadap kemampuan penalaran matematis siswa dalam situasi online learning

The purpose of the study was to determine the effect of mathematical self-efficacy on mathematical reasoning abilities in online learning situations. The research design is quantitative descriptive on 75 students of class XI SMA Negeri in one of Mataram City State. The data collection is in the form of a mathematical reasoning ability test score consisting of 5 items, and a 20-point SEM questionnaire. Data analysis using simple regression. The results showed that there was a significant positive relationship between mathematical self-efficacy and students' mathematical reasoning abilities. The simple regression equation, namely: Y = 38.075 + 0.483X explains how students' mathematical reasoning abilities can be improved by increasing mathematical self-efficacy. Observation of other factors in the formulation of the regression equation is important for further research, considering that the results of these findings show that the correlation between mathematical self-efficacy and mathematical reasoning ability is only 14.8%.

Development of the students' mathematical self-efficacy in learning space analytic geometry

Self-Efficacy is one of the factors that support the success of students in participating in the lecture process, but this is not paid much attention to, causing students to experience low grades and have not been able to develop themselves. This study was conducted to see the achievement self-efficacy of students who offer space analytic geometry courses and the achievement of the dimensions self-efficacy of students who offer space analytic geometry courses. The purpose of this study was to determine the achievement self-efficacy dimensions self-efficacy in learning space analytic geometry. The type of research used is descriptive quantitative and qualitative research. The subjects of this study consisted of 62 students for the 2020/2021 academic year who were selected from high, medium, and low ability levels. From the results of data analysis, it was found that: (1) the achievement of self-efficacy in learning space analytic geometry was included in the medium category, and (2) the achievement of each dimension of self-efficacy in learning space analytic geometry was also included in the medium category.

Kecerdasan Logika Matematika, Efikasi Diri dan Motivasi Berprestasi Terhadap Perilaku Inovatif

The purpose of this study is to get answers empirically: (1) The Effect of Mathematical Logic on Innovative Behavior, (2) The Effect of Self-Efficacy on Innovative Behavior. (3) The Effect of Achievement Motivation on Innovative Behavior. (4) The Joint Effect of Mathematical Logic Intelligence, Self-Efficacy and Achievement Motivation on Innovative Behavior. The method used in this research is a survey method with multiple linear regression approach. The research sample was 40 SMK students in Sawangan sub-district which was determined by random sampling technique. Based on the results of this study, it can be concluded that: (1) There is a partial positive and significant influence of the Mathematical Logic variable on the Innovative Behavior variable, (2) There is a partial positive and significant influence on the Self-Efficacy variable on the Innovative Behavior variable. (3) There is a positive and significant influence of the achievement motivation variable partially on the variable of innovative behavior. (4) There is a positive and significant influence on the variables of Mathematical Logical Intelligence, Self-Efficacy and Achievement Motivation simultaneously on Innovative Behavior. The higher the mathematical logic, the better the self-efficacy and the higher the achievement motivation, the higher the student's innovative behavior.

The reciprocal relationship between mathematics self-efficacy and mathematics performance in US high school students: Instrumental variables estimates and gender differences

ObjectiveTo investigate the reciprocal relationship between high school students’ academic self-efficacy and achievement in mathematics using US data from the HSLS:2009 and first follow-up longitudinal surveys, while accounting for biases in effect estimates due to unobserved heterogeneity.MethodsInstrumental Variables (IV) regressions were estimated, to derive causal effect estimates of earlier math self-efficacy on later math achievement and vice versa. Particular attention was paid to testing the validity of instruments used. Models were estimated separately by gender, to uncover gender differences in effects.ResultsEvidence of robust reciprocal effects between self-efficacy and achievement for male students is presented, with the dominant effect from earlier achievement to later self-efficacy. For girls, evidence of such effects is weak. Generally, IV estimates are higher than OLS estimates for males, but not for females. As opposed to earlier correlational studies which did not find significant gender differences despite theoretical expectations for their existence, the findings support higher effects for male students.