Assessing the attitude and problem-based learning in mathematics through PLS-SEM modeling

Abstract

Mathematics plays a leading part in day-to-day life and has enhanced a necessary component for human accomplishments. Students from many countries do not reach the expected level in mathematics. Therefore, it is essential to pay close consideration to the causes related to ability in mathematics. Mathematics attitude is considered as one of the critical variables in the process of mathematics learning. This study aimed to determine students’ attitudes and achievements through problem-based learning in mathematics. The selected study group contained 600 students and 35 teachers from rural public secondary schools in District Rawalpindi, Pakistan. The data collection was done using questionnaires from students and teachers and collected data analyzed by SPSS 23 and Amos 23. This study’s result was carried out using Partial Least square structural equation Model (PLS-SEM), descriptive analysis, and hypotheses testing. The outcomes in this study indicated that the mean fluctuated between 1 to 4.5, 3.71 to 4.20, and Std. Deviation fluctuated between 0.6 to 2.0 and 0.75 to 1.55 in the students and teacher models, respectively. The results of the PLS-SEM students’ model show a negative attitude towards mathematics. The teachers’ PLS-SEM model showed the Effects of using problem-based learning (PBL) on students’ achievements. According to the hypotheses testing, the acceptance of hypotheses by stating that the Confidence in Learning Mathematics Scale (C), Value of Mathematics Scale (V), and Student Mathematics Motivation Scale (M) are significant effects for the Students’ Attitude Toward Problem-Based Learning (ATPBL). But the Attitude Toward Enjoyment in Mathematics Scale (AE) was rejected, and it did not significantly affect the ATPBL. As well as, the Problem-solving learning and students’ achievement (PLA), Advantages of problem-solving learning (APL) and Difficulties in using problem-solving learning (DPL) have a significant positive effect on the ATPBL. Finally, this study suggested that teachers also adopt new teaching methods corresponding to mathematics, and there is a need to explore particular mathematics skills to enhance students’ learning abilities.

Hotel room access control: an NFC approach ecotourism framework

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Examining the Optimal Choice of SEM Statistical Software Packages for Sustainable Mathematics Education: A Systematic Review

“…Therefore, this resource is the best and most user-friendly method for analyzing and testing a theory [6,7]. The literature has underlined that although Amos is under CB-SEM, somehow it can handle analysis of PLS-SEM [124]. Although SmartPLS and Amos dominated among other software packages in mathematics education, Lisrel, Mplus, R package (Plpsm), and WarpPLS still have different strengths, special features, areas of improvement, estimation methods, and limitations that could influence a researcher's choice.…”

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“…To reduce mathematics anxiety, educators must focus less on speed tests (Reys et al, 1995). Instead, they have to focus more on adopting new teaching methods that are conformable to mathematics (Zamir et al, 2022). Additionally, mathematics teachers must make mathematics an enjoyable subject by using a meaningful method of teaching, and they must also explain the importance of mathematics to everyday life and to students' future careers (Cruikshank & Sheffield, 1992).…”