EXAMINING PRIMARY SCHOOL STUDENTS' LEVELS OF MATHEMATICS MOTIVATION (original) (raw)
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Motivation Towards Mathematics in Relation to Academic Performance of 10th Grade Students
https://www.ijrrjournal.com/IJRR\_Vol.10\_Issue.1\_Jan2023/IJRR-Abstract31.html, 2023
Learning and success depend on motivation. In the context of education, motivation is viewed as having a multi-dimensional structure that is linked to learning and academic motivation. Motivation can be interpreted in a variety of ways. In the field of education, motivation is a tridimensional phenomena made up of an individual's beliefs in their capacity to complete a given task, their motivations and objectives for completing the assignment, and their emotional reaction to completing the task. This study aims at investigating to find out the difference of Mathematics motivation between Secondary Boys and Secondary Girls Students. The researcher also attempts to find out the relationship between Mathematics Motivation and Academic Achievement of Secondary Students. The researcher chose a threedimensional test to assess mathematics motivation. 163 pupils in the tenth grade were chosen by the purposive sample method from the districts of Nadia and North 24 Parganas under West Bengal Board of Secondary Education. The analysis was done through 't' test and correlation method. The study indicated that pupils' desire for mathematics varied significantly by gender, but there was no significant difference between urban and rural students or across any stratum among them.
PRIMARY SCHOOL MATHEMATICS MOTIVATION SCALE
This study was aimed at developing a scale for determining motivation of primary school students towards learning Mathematics. A preliminary form of the scale included 74 Three-point scale items and data was collected from a total of 482 participants who were 3rd and 4th grade primary students. For construct validity, varimax orthagonal rotation connects with exploratory factor analysis was used. In the result of factor analysis, the scale involves in one factor explaining 42.46% of total variance. Based on the result of item analysis, the scale consisted of 33 items of which 29 were positive and 4 were negative. The overall Cronbach-alpha coefficient of the scale was high (α= 0.94) indicating that it was a fairly consistent measure.The results of the study indicate that the scale named as primary school mathematics motivation scale (PSMMS) has good psychometric properties and is reliable and valid. It can be used reliably in future educational researches
International journal of progressive education, 2021
The motivation for learning mathematics is an essential factor in predicting the performance of secondary school students. Students who are intrinsically or extrinsically motivated to learn mathematics generally demonstrate higher performance than others who are not motivated. However, a properly designed instrument for the measurement of this construct has been sparsely reported in the literature. The present study is carried out to develop an instrument of high psychometric properties for measuring the construct. The study involved 439 students randomly selected across secondary schools using a survey research design. An exploratory factor analysis (EFA) was conducted to determine the factor structure and distribution of items in each of the mathematics motivation subscales. The factors are extracted using principal component analysis, and the extracted factors are rotated using varimax. The analysis results in a final 24-item mathematics motivation scale, which contained five subscales with around half of the total variance explained of 48.99% explained variance. A high-reliability coefficient was found for the whole instrument with some empirical evidence of construct validity. The concise instrument is recommended for assessing the motivation of secondary school students, and further studies are recommended for its confirmation of factor structures in independent samples.
Primary school students' mathematics motivation and anxieties
Cypriot Journal of Educational Sciences, 2018
Mathematics is necessary to enable children to gain the knowledge and skills required for daily life, it teaches them how to solve a problem, enables them to gain ways of thinking and prepares them for the future. The prejudice developed towards mathematics affects the students' perceptions related to the mentioned course. The students' low motivation and high anxiety concerning mathematics are among the most important problems encountered. This research was conducted with students in the third and fourth grades in primary schools in Istanbul province to examine their mathematics motivation and anxieties. It was concluded that students' mathematics motivation was at a medium level and their mathematics anxieties were very low and there were no differences according to gender. Mathematics motivations among fourth grade students were higher than that of third grade students. It can be recommended that classroom teachers should prepare the environment in which they can introduce the entertaining world of mathematics to students.
2003
There are many factors affect mathematics teaching and learning. Teachers' beliefs, perceptions, attitudes and many other factors play important roles for mathematics teaching and learning. Research indicates that teachers' behaviors directly affect pupils' behavior. This suggests that if teachers have positive views on mathematics, children in their classes might have positive attitudes towards mathematics. So, what teachers do in the classrooms is very important. Therefore student teachers' training is also very important. This study aimed to take student teachers' view on mathematics teaching and learning. For this aim student teachers were asked about the role of motivation, in particular. Interview as qualitative research technique was used and student teachers who were in their last year of teacher training program were interviewed in this study. Limited sample of student teachers were interviewed for gathering detailed data. Only findings belong interviews are presented in this study.
Influence of motivation on the perception of mathematics by secondary school students
Frontiers in Psychology
Motivation, the teacher–student relationship, the use of resources, and the time spent studying, in addition to the family economic and social context, are some of the factors that affect academic performance and directly influence student failure. This paper evaluates the motivation in mathematics students’ performances by analyzing indicators of the mathematics learning dimensions. A total of 2,018 secondary students were evaluated in this cross-sectional study. Motivation, teaching, resources, and study time were analyzed with a validated 20-item questionnaire. Statistical analysis revealed that student motivation appears to be significantly related to perceptions of teaching practices and the use of resources for study. Students with high motivation have positive perceptions of teaching practices. Gender differences were not observed. In addition, the motivation indicator allowed for grouping students into various motivational profiles.
Grade as the Motivational Factor in Learning Mathematics
Journal Human Research in Rehabilitation, 2017
In this research the motivation for learning mathematics was tested,as well as the effect of grades on the motivation of primary school level students. On a sample of N=100 participants, primary school students, we conducted a survey, the results of which show that the participants are more motivated with extrinsic factors, then intrinsic factors for learning mathematics. Grades are the main factor that has the most influence on the motivation level of students for learning mathematics, because students need good grades for their further education. The results also show that punishment and rewards from parents for bad and good grades has no effect on the motivation level of students.
Mathematics Motivation Scale: A Validity and Reliability
Procedia - Social and Behavioral Sciences, 2012
Researches related to motivation and mathematics achievement indicate that academic intrinsic math motivation is related to motivation related to mathematics achievement. During the scale carrying out process, less-known but more effective validated procedures are used. The aim of this study is carrying out a reliability and validity study for a scale which assess the moti vation related to mathematics achievement. In this research, the scale is applied to 6th, 7th, 8th grade students, the data obtained is analyzed for the validity and reliability studies of the scale. However the most frequently used statistical methods are eigenvalues-greater-than-onep Test (1986) and Parallel analysis are used as less-known-known validation procedures, confirmatory factor analysis is used to compare the results of validation procedures. Results show that the reliability of this scale is satisfying. Moreover, the findings of confirmatory factor analysis are similar to the findings of less-known validation procedures determined below. As a result of this research the validity and reliability value of the scale are provided. Findings show that the less-known validation procedures give stronger statistical results than the popular analyses procedures given below. procedures should be used for the development of this kind of scales.
The Effect of Motivation on Students’s Mathematics Learning Outcomes in the New Normal Era
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Motivation has a very important role in encouraging students to study with full attention and concentration in receiving lessons so that the expected learning objectives can be achieved, one of which is indicated by increased learning outcomes. This research aimed to know the effect of motivation on students' mathematics learning outcomes. This type of research is a correlational study using a survey method. The event surveyed in this study is the effect of motivation on students' mathematics learning outcomes in the new normal era. The subjects of this study were 115 students from one of the state junior high schools in Batam City who were selected using a random sampling technique. Data collection techniques in this research used a questionnaire. The data collected is data about students' motivation and mathematics learning outcomes which were analyzed using descriptive and inferential statistics. The results showed that the average value of student learning outcomes w...
Developing Mathematics Motivation Scale for the United Arab Emirates
Journal of Educational and Psychological Studies, 2012
The objective of this study was to develop a valid and reliable mathematics motivation scale (MMS) for UAE students in grades 4 through 12 based on the self-determination theory. A total of 1,481 students (713 boys and 768 girls) from the UAE participated in this study. The process of developing the MMS involved: a) Development of an initial item pool, b) investigating the item-type of motivation membership, c) examining the appropriateness of the administration instructions and the items phrasing, d) and exploring various types of validity and reliability of the MMS. The results indicate that the MMS has acceptable levels of content validity and structure validity. The results also provided evidence that the MMS has acceptable levels of internal consistency and temporal stability.