Validity and Reliability of the Portuguese Version of Mathematics Academic Motivation Scale (MATAMS) among Third Cycle of Basic School Students (original) (raw)
Related papers
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.
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.
Revista de Investigación, Desarrollo e Innovación, 2022
El objetivo del estudio consistió en relacionar la motivación con el rendimiento académico en matemáticas en escolares del norte de Colombia, a través del uso del coeficiente de correlación de Pearson, aplicando el cuestionario de evaluación motivacional del proceso de aprendizaje (EMPA), para establecer los niveles de motivación extrínseca e intrínseca de los 65 estudiantes pertenecientes a la muestra. El rendimiento académico se obtuvo a través de información de segunda fuente, suministrada por la coordinación académica de la institución objeto de estudio, y se utilizó un enfoque cuantitativo y correlacional. Los resultados demuestran que existe una correlación significativa negativa en las dimensiones de la motivación intrínseca y extrínseca, con el rendimiento académico. Ante esto se proponen nuevas líneas de investigación, especialmente, el acompañamiento por parte de los padres y o acudientes, y las características socioeconómicas y su relación para con la motivación académica.
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
EXAMINING PRIMARY SCHOOL STUDENTS' LEVELS OF MATHEMATICS MOTIVATION
The aim of this study was to evaluate the levels of mathematics motivation of primary school students and to identify its relationship with variables such as sex, grade level, school type, general success and mathematics success. The number of participants in this study was 709 primary school students from Aydin city center. The sampling was comprised of 345 third grade and 364 fourth grade students. Data were collected through a scale titled as " Primary School Mathematics Motivation Scale " (PSMMS) developed by Ersoy and Oksuz in 2015. Findings gathered from the study illustrated that primary school students have a very positive motivation towards learning mathematics. Moreover, there was no significant difference, in students' math scores of motivation with respect to gender and their grade levels. However, depending on the type of school, there was a significant difference in students' math scores of motivation in favor of private schools. In addition to this, the level of students' motivation in mathematics varied according to their level of overall academic success. The results also indicated that the level of students' motivation in mathematics varied according to their level of mathematical academic success.
Losing motivation to learn has serious consequences on students’ academic pursuance (Bridgeland, DiIulio, and Morison, 2006), but the concept of motivation has not been critically scrutinized to measure its effect in the study of Mathematics in Ghana. This study explored the senior high school students' achievement motivation towards Mathematics lessons in Ghana. The study aimed to investigate the level of achievement motivation of senior high students in Mathematics, and to establish the significance or otherwise of “gender”, “class level”, “age”, “guardians‟ education” ,and “programme of study” to students' achievement motivation. The survey design was employed for the study which involved 295 students. The Achievement Motive Scale (AMS) developed by Ellez (2004) was adapted in the design of a questionnaire for the study. The descriptive statistics, t-test and one-way analysis of variance (ANOVA) were used in the analyses. The analyses revealed that the level of students' achievement motivation towards Mathematics lesson is 3.59 out of 5, which is interpreted as a "suitable" level categorized as mid-high by the AMS adopted for the study. Also, gender, class level and programme of study were significant factors influencing students' achievement motivation level; however, age and guardians' educational background were not significant. Based on the findings, suggestions for increasing students’ achievement motivation towards Mathematics curriculum have been outlined.
Extent of Influence of MotivatingFactors Towards Learning Mathematics
IJRDO - Journal of Educational Research ISSN: 2456-2947, 2020
This study determined the extent of influence of motivating factors towards learning Mathematics on pupils’ academic performance. The pupils studied were from Cantil-e Elementary School in the Division of Dumaguete City for School Year 2016-2017. Some 73 Grade Five Pupils were taken in as respondents. The study was descriptive in nature. It utilized the percentage, mean, and the Spearman Rank Correlation Coefficient for the statistical analysis. The study revealed that the following motivational factors are moderately related with the pupils’ academic performance: performance goal, achievement goal, and learning environment stimulation. On the other hand, the pupils’ academic performance was found to have a “Weak” degree of relationship with self-efficacy, active learning strategies and Mathematics learning value. Findings of this study also revealed that the pupils’ profile has a “Weak” degree of relationship to the overall motivating factors. Also, the study found a “Moderate” degree of relationship between the extent of influence of motivating factors towards learning Mathematics and the pupils’ academic performance.
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.
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.
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.