A validation of the mathematical resilience scale for twelfth graders through confirmatory factor analysis and its relationship with achievement in mathematics in Nigeria (original) (raw)
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The purpose of this study is to describe the development and validation of a scale designed to measure academic resilience in mathematics (ARM). The ARM scale includes nine items and was administered to 528 7th and 8th grade students in a low-income urban school in the United States. The Many-Facet Rasch model was used to investigate the psychometric quality of the scale. Students responded to a sixcategory rating scale with responses ranging from 1 (= strongly disagree) to 6 (= strongly agree). The overall reliability of person separation was good (Rel = .79), and the scale exhibited good model-data fit. The data indicated that there were no statistically significant differences in student perceptions of their academic resilience by socioeconomic status (SES) or by performance levels on a statewide-standardized mathematics assessment. There were, however, statistically significant differences in student perceptions of their academic resilience by gender and teacher-assigned grades. The ARM scale is a promising addition to the array of instruments for measuring affective and motivational states of students. This study supports the inference that individual perceptions of academic resilience can be measured in a meaningful way. The ARM scale holds promise as a tool for examining academic resilience in future research.
The Turkish Adaptation of the Mathematical Resilience Scale: Validity and Reliability Study
Journal of Education and Training Studies, 2018
Persistent in mathematical studies is an important element allowing students to be successful in their STEM careers, and there is a need for affective measurement instruments to assess persistence in mathematics in spite of problems. For this reason, this study aims to adapt the Mathematical Resilience Scale developed to assess resilience, which is described as having a positive attitude towards mathematics, to Turkish. The fitness of the factor structure of the scale consisting of three factors was investigated using the confirmatory factor analysis. The reliability of the scale and its factors was assessed using the Cronbach's Alpha reliability coefficient. The reliability value was found to be .92, .80, .76, and .87 for the value factor, the struggle factor, the growth factor, and the entire scale, respectively. The confirmatory factor analysis validated the factor structure of the scale, and the second-level confirmatory factor analysis was performed to show that the factors of the scale were components of resilience. As a result, it was found that the resilience consisted of three components, namely value, struggle, and growth, and the scale was capable of measuring mathematical resilience of undergraduate students validly and reliably.
Construct Validity of Mathematical Resilience: Confirmatory Factor Analysis
Proceedings of the University of Muhammadiyah Malang's 1st International Conference of Mathematics Education (INCOMED 2017), 2018
In this study, the validity of the construct of mathematical resilience was measured. Confirmatory factor analysis was performed and followed by testing the correlation between mathematical resilience factor. Subjects in this study amounted to 98 students. The results showed that the construct of mathematical resilience consists of five dimensions: a) uncertainties show the desire to socialize, easy to provide assistance, discuss with peers, and adapt to the environment; b) showing diligence, confidence, hard work and not easily giving up facing problems, failures, and; c) create new ideas and find creative solutions to challenges; d) using the experience of failure to build self-motivation; e) having curiosity, reflecting, researching, and utilizing various sources; f) have the ability to control themselves; aware of his feelings.
Developing Mathematical Resilience in School- Students Who Have Experienced Repeated Failure
2015
Mathematics qualifications in the UK and many other countries represent valued cultural capital. In the UK, the typical qualification sought for employment in teaching, nursing, policing and many other professions is a GCSE award (minimum grade C) in mathematics. Although GCSE is typically taken at age 16, there is no logical or statutory reason why the award cannot be gained earlier or later. The UK government has recently determined that any student aged 16 to 19 who has not achieved at least grade C in GCSE mathematics should be enrolled on an approved mathematics course as part of their programme. Many students repeatedly fail to pass the examination; often such students re-sit the examination several times. We hypothesised that students, faced with a re-sit in mathematics, who complete a course to develop their mathematical resilience at the beginning, would be more likely to achieve the desired result. The construct ‘mathematical resilience’ has been developed by Johnston-Wild...
Asian Journal of Education and Social Studies, 2022
Several studies have found links between students' self-concept and mathematics performance. However, few related researches has been conducted during this time of COVID-19 where learning mathematics is said to be really tough and challenging for the students. Recent articles also claimed that in this difficult times, students' resiliency really matters towards their performance. Hence, this study investigated the mediating effect of students' resiliency on the relationship between self-concept and mathematics performance of junior high school students. The study was conducted using descriptive-correlational method. Employing stratified random sampling, a total of 278 students were subjected to the study. Descriptive statistics was used to describe the respondents' self-concept, resiliency, and mathematics performance. Mediation analysis was then
The Effect of Mathematical Resilience on the Mathematical Problem-Solving Ability of Students
AKSIOMA: Jurnal Program Studi Pendidikan Matematika
AbstrakPelaksanaan pembelajaran matematika memiliki tujuan utama yaitu memperkuat kemampuan peserta didik dalam memecahkan masalah. Namun, Kemampuan peserta didik dalam memecahkan masalah masih terbilang minim. Untuk mengetahui seberapa baik siswa dapat memecahkan masalah adalah tujuan dari penelitian ini dan mencari tahu efek serta korelasi antara tingkat resiliensi matematis yang dimiliki peserta didik dengan kemampuan mereka dalam pemecahan masalah matematis. Penelitian ini menggunakan metode penelitian kuantitatif dengan pendekatan berbasis survei. Penelitian ini dilakukan dengan menggunakan sampel dari peserta didik kelas XI IPS SMA Negeri 106 Jakarta sebanyak 67 peserta didik kelas XI IPS SMA Negeri 106 Jakarta yang dipilih menggunakan teknik simple random sampling. Penelitian dimulai dengan menyebarkan angket kepada peserta didik untuk mengukur resiliensi matematis mereka serta menyebarkan soal tes matematika untuk mengetahui ukuran kapasitas seseorang untuk memecahkan permas...
EPRA international journal of multidisciplinary research, 2024
This study aims to determine whether math resilience significantly mediates the relationship between math self-efficacy and student engagement in mathematics among grade 8 junior high school students in Laak District, Division of Davao de Oro. This quantitative research utilized descriptive and correlational designs. There were 293 respondents identified through stratified random sampling. Moreover, this study employed three adapted research instruments validated and treated using mean, standard deviation, Pearson-r, regression analysis, and bootstrapping. The findings revealed high levels of math self-efficacy, student engagement, and math resilience among the grade 8 respondents. The results also showed a significant relationship between math self-efficacy and student engagement in math. Math resilience also positively correlates with student engagement in math. The results also revealed a significant relationship between math self-efficacy and math resilience. Moreover, the findings indicate that math resilience partially mediates the relationship between math self-efficacy and student engagement in math. These results encourage educators and administrators to develop and broaden programs and interventions to improve math self-efficacy, math resilience, and student engagement in math. Furthermore, it is essential to replicate the study in various contexts and locales to validate the findings of this research and provide a more profound knowledge of these variables on a broader scale.
2012
To meet the challenge of accelerating demands for quantitative literacy in the work force, improvements are needed in mathematics education. Student skill must be increased at all ability levels while also reducing the achievement gap across gender, racial and ethnic groups to increase their participation in advanced mathematics coursework and representation in mathematics related careers (National Mathematics Advisory Panel, 2008). Research has shown that affective traits such as motivation and attitude are linked to increased likelihood of taking advanced mathematics courses (Ma, 2006) and are significant predictors of improved cognitive activity and achievement (Buff, Reusser, Rakoczy,& Pauli, 2011; Ethington & Wolfe, 1986). In addition, males generally score more favorably than females on affective variables related to mathematics achievement and persistence (McGraw, Lubienski, & Strutchens, 2006; Sherman & Fennema, 1977; Wilkins and Ma, 2003). Although psychological resilience ...
Analysis of Mathematics Problem Solving Ability Students Based on Mathematical Resilience and Gender
Asian Journal of Education and Social Studies
The ability to solve mathematical problems is an important thing that must be possessed by students. The fact is that students' mathematical problem-solving abilities are still low, one of the reasons for this is low mathematic resistance. This research is a qualitative research that aims to describe students' mathematical problem solving abilities in terms of mathematical resilience and gender. This study used a purposive sampling technique with 6 research subjects in class VIII SMP Negeri 5 Tanjung Jabung Timur based on 3 categories of mathematical resilience and gender. The instrument used is a mathematical resilience questionnaire, problem solving ability test questions and a list of interviews. The results of the research analysis showed that RMTP subjects had good abilities in solving the problems given.