The aims of this study are to (1) determine the level of mathematics anxiety (MA) of pre-service elementary school teachers, (2) compare the MA among pre-service elementary school teachers in terms of gender, and (3) compare the MA among pre-service elementary school teachers in terms of the semester. This research employed a quantitative approach with comparative research design. In addition, the samples were 498 pre-service elementary school teachers. The instrument used is the Revised-Mathematics Anxiety Survey (R-MANX) developed by Bursal and Paznokas (2006). R-MANX consists of 30 statement of a 5-point Likert scale. The data analysis was processed using one-way ANOVA assisted by SPSS version 23. The findings reveal that the MA of pre-service elementary school teachers is high. Further, it is revealed that there is no significant MA difference between male and female pre-service elementary school teachers. Also, there is no significance of MA difference among pre-service elementary school teachers who are in 2nd semester, 4th semester, and 6th semester. Therefore, the results of this research imply that MA can affect pedagogical competence of a teacher and it could have an impact on the way the teacher manages the class.
This research aims at comparing the self-efficacy of primary school (SD, Sekolah Dasar) teachers who had taken teacher training program (PPG, Program Pelatihan Guru) on Mathematics teaching and vice versa in which it was seen from the personal belief subfactors in teaching Mathematics and the expectation of mathematics teaching outcomes. This research employed quantitative approach with comparative research design. In addition, the samples were 198 alumni of Primary School Education Program at one of the universities that held PPG in Indonesia. The data analysis was processed by SPSS version 23. Based on the calculation of T-test result, it has been indicated that there were no significant self-efficacy differences between primary school teachers who had taken PPG on mathematics teaching and vice versa. Therefore, the results of this research concluded that self-efficacy was an important variable in a pedagogical competence as it could influence the way teachers managed the classroom in order to attain maximum students' achievement.
This research aims at comparing the self-efficacy of primary school (SD, Sekolah Dasar) teachers who had taken teacher training program (PPG, Program Pelatihan Guru) on Mathematics teaching and vice versa in which it was seen from the personal belief subfactors in teaching Mathematics and the expectation of mathematics teaching outcomes. This research employed quantitative approach with comparative research design. In addition, the samples were 198 alumni of Primary School Education Program at one of the universities that held PPG in Indonesia. The data analysis was processed by SPSS version 23. Based on the calculation of T-test result, it has been indicated that there were no significant self-efficacy differences between primary school teachers who had taken PPG on mathematics teaching and vice versa. Therefore, the results of this research concluded that self-efficacy was an important variable in a pedagogical competence as it could influence the way teachers managed the classroom in order to attain maximum students' achievement.
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