The Role of Self-Efficacy and Mathematics ability in the Problem Solving Mathematics (original) (raw)
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2021
The study aimed at finding out the level of Mathematics self-efficacy and its relationship with the Mathematics performance of tenth-grade students. The study used a quantitative method. The data was collected from one middle secondary school and three central schools under the Pemagatshel district from 3 March to 16 March 2020. A total of 300 students comprising 150 males and females each were included for the study. The data was collected using Mathematics Self-Efficacy Scales and analyzed using SPSS. The overall finding indicated that students had an average level of Mathematics self-efficacy (M=3.25; SD= 0.60). Among the four sources of self-efficacy, the study revealed that the students had high Mathematics self-efficacy in vicarious experience (M= 3.67; SD= 0.62). The Pearson correlation indicated a moderate positive correlation (r= .467, P=.05) between Mathematics self-efficacy and Mathematics performance. Higher the Mathematics self-efficacy, better the Mathematics performan...
American Journal of Educational Research, 2019
This study aims to determine the effect of problem solving models on the ability of mathematical connections and self-efficacy. This type of research is a quasi-experimental study. The instrument used consisted of tests of mathematical connection ability, self-efficacy questionnaires, student activity sheets, and mathematical initial abilities. The population of this study was students in grades VII-1 and VII-2 in SMP Negeri 5 Tebing Tinggi. The instrument of this research was in the form of a mathematical connection ability test of 4 items in the description and self-efficacy questionnaire in students of 23 statements with 4 alternative answers. It can be seen that the Fcount value is 51.76 and the significance value α = 0.000. So the level of significance value n is rejected and H1 is accepted. However, if the significance> 0.050 (sig.> 0.050) then Hn is accepted and H1 is rejected. Problem solving model is smaller than α = 0.05 then Hn is rejected and Ha is accepted. So tha...
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 2021
This study aims to describe whether the increase in mathematical problem solving abilities and Self Efficacy of students who are taught using problem-based learning models is higher than students who are taught with ordinary learning, to describe whether there is an interaction between students' initial mathematical abilities and learning towards increased mathematical problem solving abilities. students, as well as to describe whether there is an interaction between students' initial mathematical abilities and learning towards increasing student Self-Efficacy. Based on the ANOVA 2 x 2 calculation, it is obtained Fcount = 88.82 while the Ftable value = 2.36 for dk (1.62) and a significant level of 5%. It turns out that the value of Fcount> Ftable, so that Ho is rejected and Ha is accepted. Then from table 4. The probability value (sig) is smaller than 0.05 so that H0 is rejected. Thus it can be concluded that the results of students' mathematical problem-solving abili...
Junior high school student: The problem-solving ability based on self-efficacy
Nucleation and Atmospheric Aerosols, 2022
Self-efficacy is one of the students' beliefs needed to solve problems or actions required to achieve individual results. Problem-solving is a skill that students must have in the mathematics learning process. This study is a quantitative descriptive of 265 students from three schools in Junior High School in Sukoharjo, consisting of high, medium, and low categories. The purpose of this research was to determine students who have better mathematical problem-solving abilities between the high, medium, and low self-efficacy categories. The data analysis technique used was the one-way ANOVA test with different cells and the post hoc test using the Scheffe method. Based on the statistical analysis results, the problem-solving abilities of students who had high self-efficacy were better than students who had medium and low self-efficacy. The problem-solving abilities of students who have moderate self-efficacy are as good as students who have low self-efficacy.
2019
The purpose of this study was to determine the direct effect of three latent variables (self-efficacy, self-concept and selfesteem) on mathematical understanding skills. This is a survey research conducted in high schools throughout the City of Bengkulu. The sample of this study amounted to 104 students. There are three questionnaires and one test as a research instrument. All three are questionnaires for self-efficacy, self-concept and self-esteem. One test is a test of mathematical comprehension skills. Results:there is a positive direct effect of self-concept on mathematical understanding skills. But there is no positive direct effect of self-efficacy on mathematical comprehension skills. Also, there is no direct effect of self-esteem on mathematical understanding skills.
2006
Abstract—The purpose of present ,study was to examine ,the direct and indirect effects of mathematics ,ability on mathematics Performance, specially, with regarding to powerful predictor and mediator of mathematics self-efficacy. 848 of 8,graders were randomly,selected from two educational districts of Yazd province (Iran) to estimate and test the hypothesized effects of mathematics ability on mathematics self-efficacyand Performance. In usage of
Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019), 2019
This study aims to determine: (1) the effect of realistic mathematics approach on student mathematics problemsolving ability; (2) the effect of self-efficacy on student mathematics problem-solving ability; (3) the interaction between realistic mathematics approach and self-efficacy on student mathematics problem-solving ability. This research is a quasiexperimental research. The population research is students of class V-A, V-B, and V-C Gracia Sustain Private Elementary School. The sample in this research is class V-A as the control class that consists of 30 students which were taught using the conventional approach and for class V-B for the experimental class which was taught using realistic mathematics approach. The instruments used were: (1) mathematics problem-solving test, that was essay test; (2) self-efficacy questionnaire sheet. These instruments had fulfilled the terms of validity and reliability coefficient. The findings of the research showed that: (1) there are effects of realistic mathematics approach towards student mathematics problem-solving ability. It is shown by the mathematics problem-solving outcomes of students who received the realistic mathematics approach got mean score as 78,37 while the mathematics problem-solving outcomes of student who received the conventional approach got mean score as 67,70; (2) based on the results of data calculations can be seen that the mathematics problem-solving ability on students who have high self-efficacy got mean score as 79,38 while the mathematics problem-solving ability on students who have low self-efficacy got the mean score as 64,18; and (3) the hypothesis result testing showed that there is no interaction between the use of realistic mathematics approach and self-efficacy towards students mathematics problem-solving ability.
The Relationship between Self-efficacy and Achievement In Mathematics among Secondary Students
International Seminar on Education for all - Issues, Challenges and Perspectives, 2017
Study of Mathematics at secondary level is the foundation stage of Higher Education. Every secondary school students should study mathematics as a compulsory subject so that he/she gains a basic quantum of Mathematical knowledge as a part of general education. In our society there exists a general belief that mathematics is a subject for boys. Even today a very few people encourage girl students to opt for this subject. In the present study data have been collected from secondary students through questionnaire and their self efficacy have been compared. The objective of the present study is to determine the relationship between Self-efficacy in mathematics and Achievement in Mathematics in M.P. The sample consisted of 428 students, both boys and girls of just passed out Class X, selected from 12 schools from the district South 24 Paraganas of West Bengal. The tools used were " Mathematics Self Efficacy Questionnaire " adapted from Mathematics Self Efficacy and Anxiety Questionnaire (MSEAQ), (May, 2009). The results show that the self efficacy differs among students with different Streams and gender. In particular, the higher score in mathematics in M.P students, the better is their self efficacy. Thus, self efficacy in mathematics may be regarded as a factor in the acquisition of mathematical skill.
The Relation Between Self-Efficacy Toward Math with the Math Communication Competence
Infinity Journal
The aim of this research is to analyze the relationship between self-efficacy toward mathematics with mathematical communication competence. The design of this research is survey and correlation technique. The research instruments used in this research are math communication competence test and attitude scale. The instruments used are 5 questions about math communication competenca teat and 28 statements about self-efficacy. The research population is all student of SMP Negeri 1 Soreang. With samples of this research were 70 students of 7th grade student chosen by cluster random sampling. The data analyzed quantitatively done through math communication data and self-efficacy attitude scale. SPSS 20 used in this research. The result shows that student self-efficacy influences students math communication competence.
AFRICAN JOURNAL OF SCIENCE, TECHNOLOGY AND MATHEMATICS EDUCATION (AJSTME), 2024
This study investigated teachers' problem-solving skills as predictor of senior secondary students' self-efficacy in mathematics in Cross River State. To direct the investigation, two research questions and two null hypotheses were developed. A correlational survey design was used in carrying out this study. The population of the study consisted of all the 269 senior secondary three (SS 3) mathematics teachers and 13,653 senior secondary three (SS 3) students, making a total of 13, 922 senior secondary three mathematics teachers and students in the 269 public secondary schools in Cross River State that operate senior secondary. The sample size for the study consisted of 377 respondents (16 male mathematics teachers, 16 female mathematics teachers, and 345 students). For the purpose of data analysis, the average responses of students in each sampled school were used (32 average students' responses). The multistage sampling procedure was used to draw the sample for this study. Rating Scale for Mathematics Teachers Problem Solving Skills (RSMTPSS) and Students' Mathematics Self-Efficacy Rating Scale (SMSERS) were used for data collection. The reliability coefficients of RSMTPSS and SMSERS were 0.81 and 0.87 respectively. Pearson Product Moment Correlation was used to answer research questions, while all the hypotheses were tested using regression ANOVA (Fratio) at a 0.05 level of significance. The results indicated that there was a high positive predictive power between teachers' problem-solving skills in learning mathematics, and students' self-efficacy in learning mathematics. Also, mathematics teachers' problem-solving skills significantly predicted students' self-efficacy in learning some mathematics-infused topics; male mathematics teachers' problem-solving skills predicted students' self-efficacy in learning mathematics more than their female counterparts. It was recommended, among others, that more practical opportunities be facilitated for mathematics teachers at education faculties to prepare them for 21st century students and schools.