Academic journal article Asian Social Science

Prediction of Mathematics Learning Strategies on Mathematics Achievement among 8th Grade Students in Jordan

Academic journal article Asian Social Science

Prediction of Mathematics Learning Strategies on Mathematics Achievement among 8th Grade Students in Jordan

Article excerpt

Abstract

The study aimed to examine the extent of the student's Mathematics Learning Strategy (MLS) factors such as mathematics attitude, mathematics motivation, mathematics self regulation, mathematics self efficacy and mathematics anxiety contribution to mathematics achievement (MA). The respondents of the study were 360 students from eight public middle schools in Jordan selected through stratified random sampling. The study used 65 items to assess the MLS. Moreover, the mathematics test (MAT) comprises 30 items. The results of multiple regression analysis showed that mathematics attitude, mathematics motivation, mathematics self regulation, mathematics self efficacy significantly contributed to MA, with the exception of mathematics anxiety that was found to have an insignificant effect on MA. Educators, principals and teachers should focus on most MLS factors in classes and students should be motivated to understand that the subject could be studied and passed just like other subjects, and to appreciate that it is an essential tool and a prerequisite for further education in many vocations.

Keywords: mathematics attitude, mathematics motivation, mathematics self-regulation, mathematics self efficacy, mathematics anxiety, mathematics achievement

1. Introduction

Owing to the significance of mathematics in the knowledge economy, Jordan's Ministry of Education (MoE) has been concentrating on improving students' knowledge, skills and achievement in mathematics (Sabah & Hammouri, 2010). Just recently, an interest has sparked in a method of learning and teaching mathematics that assists students' realization of the mathematics learning process. This interest is evident throughout the approach of teaching the subject. Prior to the said development, the teachers aimed to teach the information for students to be able to solve mathematical problems but following the development, teaching is centered on the development of students' capability of tackling mathematical problems through questions whose solutions lie in the use of specific data and mathematical diagrams to bring about the organization, analysis and delivery of mathematical ideas, to develop the right surrounding that encourages thinking, to help students recall prior experience and to incorporate them with learning skills. These learning skills assist them in reasoning, perceiving and connecting the links between the problem elements and their past experience while solving mathematical problems.

2. Literature Review

2.1 Attitude and Mathematics Achievement

Mathematics Attitude is defined as a general emotional nature toward the school subject of mathematics. Attitude towards mathematics has a key role in both teaching and learning mathematics and accordingly, it influences mathematics achievement. In this regard, developing positive attitudes towards mathematics maximizes the achievement of students (Bloom, cited in Yaratan & Kasapoglue, 2012). On the contrary, negative attitudes towards mathematics and lack of motivation leads to low performance. McCleod (1992) stated that mathematics attitude is linked to MA in the classroom. Hence, mathematics attitude has a key role in mathematics learning and teaching. In addition, it impacts student's MA. According to Shashaani (1995), attitudes toward mathematics are significant in the students' achievement and participation in the subject. The attitude towards math should be considered as a predisposition in either a favorable or an unfavorable way to mathematics (Moenikia & Zahed-Babelan, 2010).

Jordanian students have been showing poor achievement in mathematics through the four periods (1999, 2003, 2007, and 2011) in Trends in International Mathematics and Science Study TIMSS (Mullis et al., 2012). According to Hammouri (2004), poor achievement in mathematics among Jordanian middle school students is related to their attitude toward mathematics. He found significant positive impact of attitude towards math on the students' achievement in mathematics. …

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