An Analysis of Students' Mathematical Reasoning and Mental Computation Proficiencies

EURASIA J Math Sci Tech Ed

Tak

2022

Individuals' perceptions or beliefs about their mathematical aptitude are commonly classified as mathematics self-efficacy. Conversely, metacognitive awareness is characterized as a phenomenon that presents itself in a variety of ways as people engage with objects and circumstances in their everyday lives. The objective of this quantitative research was to evaluate the reliability of a self-efficacy and metacognitive awareness test administered to 184 undergraduate university students. In completing tasks in mathematical reasoning, students clearly discriminated between their self-efficacy and metacognitive awareness. Self-efficacy demonstrated discriminant and convergent validity in these quantitative investigations, which conforms to the Bandura (1993) theory and contains three dimensions: course self-efficacy, test self-efficacy, and future self-efficacy. Metacognitive awareness shows discriminant and convergent validity, which relates to Flavell (1979) theory and contains six factors: procedural knowledge, declarative knowledge, conditional knowledge, monitoring, planning, and evaluation. The casual correlation approach was used in the research design to explore the influence of metacognitive awareness and self-efficacy on mathematical thinking. The Cronbach's alpha internal consistency reliability research demonstrated that the self-efficacy and metacognitive awareness instrument that was developed was exceptionally reliable and may be used by researchers to assess self-efficacy and metacognitive awareness among university students.

Section: Self-efficacymentioning

confidence: 99%

Measurement model testing: Adaption of self-efficacy and metacognitive awareness among university students

EURASIA J Math Sci Tech Ed

Tak

2022

“…In mathematics lesson, students made a clear distinction between their sense of self-efficacy in doing and understanding mathematics or their sense of self-efficacy in completing tasks such as tests and assignments. According to the study of Singh et al (2020), students' perceptions of their general mathematical reasoning abilities were unrelated to the current mathematics course they were taking, but they appeared to be heavily influenced by their previous mathematics experiences.…”

Section: Self-efficacymentioning

confidence: 99%

“…4, No. 1, 2022: 37 -43 efficacy in a single area; each research employed a particular instrument connected to a specific domain under review (Reyes, 2019;Singh et al, 2020).…”

mentioning

confidence: 99%

“…Cronbach's alpha for worldwide measures of self-efficacy varied from.72 to.93 (Mahasneh & Alwan, 2018;May, 2009), and for particular measures of self-efficacy ranged from.71 to.92 (Blondeau & Awad, 2018;Çelik & Koçak, 2018). Two instruments did not disclose the reliability of their self-efficacy measures (Reyes, 2019;Singh et al, 2020). More study is also required to determine the suitable application of self-efficacy belief measures to explore the correlations to academic performance (Blondeau & Awad, 2018;Gürefe & Bakalım, 2018;Halim et al, 2021;Mahasneh & Alwan, 2018;Yin et al, 2020).…”

mentioning

confidence: 99%

“…More study is also required to determine the suitable application of self-efficacy belief measures to explore the correlations to academic performance (Blondeau & Awad, 2018;Gürefe & Bakalım, 2018;Halim et al, 2021;Mahasneh & Alwan, 2018;Yin et al, 2020). Three of the five studies that employed self-efficacy belief measures were unable to reveal non-significant values for the strength of the relationship between self-efficacy and mathematics achievement (Reyes, 2019;Sides & Cuevas, 2020;Singh et al, 2020).…”

mentioning

confidence: 99%

See 2 more Smart Citations

Measurement Model and Adaptation of Self-Efficacy toward Mathematics Reasoning among University Students

Chan

2022

ASHREJ

Mathematics self- efficacy is generally defined as individuals' beliefs or perceptions regarding their mathematical abilities. The aim of this quantitative study was to conduct a validity analysis of a self- efficacy instrument toward mathematics reasoning among 184 undergraduate public university students. Students clearly distinguished between their self-efficacy in doing and understanding mathematics reasoning and their self-efficacy in accomplishing assignments in their university mathematics lesson. In these quantitative studies, self-efficacy which demonstrated convergent and discriminant validity was performed, which corresponded to the Bandura theory and included three dimensions: course self-efficacy, exam self-efficacy, and future self-efficacy. The research design utilized casual correlation technique to investigate the effect of self-efficacy on mathematics reasoning. The reliability analysis of Cronbach Alpha internal consistency reliability revealed that self-efficacy instrument that was constructed was extremely reliable and can be utilized by researchers to measure university students' self-efficacy toward mathematical reasoning.

Measurement Model Testing: Adaption of Metacognitive Awareness Toward Mathematic Reasoning Among Undergraduate Education Students

Tak

2022

CONT MATH SCI ED

This quantitative research aimed to measure the metacognitive awareness model toward mathematics reasoning among 184 university students. Metacognitive awareness demonstrates convergent, and discriminant validity was performed, which includes six factors: conditional knowledge, declarative knowledge, procedural knowledge, monitoring, planning, and evaluation. Data analysis was using exploratory factor analysis. The results indicated that Cronbach’s alpha coefficients demonstrated that metacognitive awareness was a reliable instrument researcher could use to evaluate university students’ mathematical reasoning abilities. This research analysis revealed that positive relationship between metacognitive awareness and mathematics reasoning among university students.