Internal Motivation and Students’ Knowledge of Math (original) (raw)
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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.
2021
This study aims to determine differences in mathematics learning outcomes of students in terms of level of motivation learning styles of students and How students ' mathematics learning Outcomes in terms of level of motivation and learning styles of students. This research experiments. The research Data consists of the initial test and final test about the material that has been delivered using the approach of learning motivation and learning styles with the dependent variable is learning outcomes. In this study, the researchers obtained data from the results of pre-test and post-test conducted in the experimental class(the class that viewed from learning motivation) and class control(class in terms of learning styles). Based on the above analysis, it has been proven that there are significant differences between the learning outcomes in terms of learning motivation and learning styles in enhancing student learning outcomes in Mathematics learning in the SMK Kesehatan Imelda Rit...
The Effect of Motivation on Students’s Mathematics Learning Outcomes in the New Normal Era
Jambura Journal of Mathematics Education
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...
Student teachers' views on the role of motivation for mathematics teaching and learning
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' beha- viors directly affect pupils' behavior. This suggests that if te- achers 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. The- refore student teachers' training is also very important. This study aimed to take student teachers' view on mathematics te- aching and learning. For this aim student teachers were asked about the role of motivation, in particular. Interview as quali- tative research technique was used and student teachers who were in their last year of teacher training program were inter- viewed in this study. Limited sample of student teachers were interviewed for gathering detailed data. Only findings belon...
The Effect of Realistic Mathematic Approach on Students’ Learning Motivation
JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE), 2019
This research is to determine the effect of realistic mathematical approach on students’ learning motivation. The research method is pre-experiment of one group pretest posttest design. This study was conducted with 34 fifth grade students from a public school in Pekanbaru, Indonesia. The results indicate that students’ learning motivation significantly increases. Among six indicators measuring students’ learning motivation, the indicator of interesting activities in learning is the most increase, from 80.76% in pre-test to 86.40% in post-test. The average score of pretest in form of students’ learning motivation questionnaire before applying treatment was 90.56 while score posttest after treatment was 95,09 and the results of the research hypotheses using the comparative t-test tcount (6.997) > ttable (2.039). This means that there is an effect of applying the realistic mathematical approach to students’ learning motivation.
International Journal of Social Sciences and Education (IJSSE), 2013
The aim of this study is the 3rd, 4th and 5th class primary students to determine the relationship between the attitudes and motivations for mathematics. 3rd, 4th and 5th Class primary students in Selçuk town of İzmir reading in public school have been the universe of study. Sampling rate of the universe of the study was conducted in the cluster. 257 students were enrolled in sample from 3rd, 4th and 5th class students. The data of study was developed by the researchers "Mathematics Motivation Scale" and Geban, Ertepınar and others were developed by the "Mathematics Attitude Scale" is used. Developed by the researchers' math lesson motivation scale "of the Cronbach's Alpha value, 0.82, Geban, Ertepınar and the others were developed by the" Mathematics Attitude Scale "value of the Cronbach's alpha, was 0.78. The level of motivation of 3rd, 4th and 5th grade students in mathematics and =2.71with 84.1% "agree" shape. 3rd, 4th and 5th grade students 'attitudes towards mathematics and = 4.21with the level of 59.2%"totally agree" shape. There is no significant relationship between 3rd, 4th and 5th grade students in mathematics motivation and attitude(r =0.010).
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The ability to solve problems is one of the cognitive abilities in mathematics that need to be mastered by students. In supporting mastery to solve problems, it is necessary to have the motivation to learn for students. This study aims to determine the relationship between learning motivation to students' mathematical problem-solving. The research method used is the correlation method with a quantitative approach. The population of this study was all students of class XI at Toma Nasional high school 2 and the sample selected was class XI science majors which collected 15 students. The instrument used in this research is a test to measure the ability to solve problems in the form of an explanation of 3 questions, while the non-test instrument to measure the level of learning motivation is in the form of a scale in the questionnaire. Data were analyzed using Pearson's product-moment correlation test. The results of this study indicate that at a significance level of 0.05 there...
Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje
The aim of this study was to determine whether there are differences between students of mathematical-program gymnasiums and language-program gymnasiums regarding their expectancies of success, subjective values and attributions of success in mathematics and how these variables predict different educational choices: the intention of choosing the higher level of mathematics at the State Matura examinations (national exit examinations) and the intention of choosing the undergraduate studies for which mathematics is important. The sample consisted of 191 students from mathematical-program gymnasiums and 146 students from language-program gymnasiums. The results show that students from mathematical gymnasiums have higher expectancies of success and subjective values in mathematics. There were no differences regarding the attributions of success. Hierarchical regression analyses for both groups showed that, when predicting choice of higher level of mathematics on exit examinations, attributions were significant predictors, but only in the first step. In the second step, only expectancy of success remained as a statistically significant predictor. For both groups expectancy of success, together with the utility value, were significant predictors of the choice of undergraduate studies for which mathematics is important.
2021
Students experience problems related to low learning motivation, causing their mathematics learning outcomes to become low. The purpose of this study was to determine the relationship between learning motivation and learning outcomes on mathematics subjects in XII science class senior high school 4 Bone. The subjects in this study were 30 students of XII science class senior high school 4 Bone. The sampling technique in this research is cluster random sampling. The method used in this study is a quantitative method using a scale of learning motivation scale and results of semester exams in mathematics. The data analysis technique used in this study is a product-moment correlation. Based on the results of data analysis obtained correlation coefficient (r) of 0.41 and a significance of 0.02 (p < 0.05), which means there is a positive relationship between learning motivation with learning outcomes in mathematics subjects in XII science class senior high school 4 Bone. The subjects in this study were 30 students of XII science class senior high school 4 Bone, high motivation to learn to make grades and predicate mathematics learning outcomes become high. This study provides an overview of learning motivation with student learning outcomes, especially on learning motivation that can affect learning outcomes in students' mathematics subjects.
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.