Association of Interest, Attitude and Learning Habit in Mathematics Learning Towards Enhancing Students’ Achievement

Hashim, Shahrin; Masek, Alias; Mahthir, Bismi Nurnazatul Shima Mohd; Rashid, Ana Haziqah A; Nincarean, Danakorn

doi:10.17509/ijost.v6i1.31526

Cited by 24 publications

(18 citation statements)

References 20 publications

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“…This finding aligns with the findings (Leonard & Supardi, 2010) (Dahliani, 2019 that there is no positive and significant influence between student attitudes toward mathematics on learning outcomes. However, this study is different from the findings (Susilo & Agustin, 2015;Nurhayati, 2015;Purnomo, 2017;Hashim et al, 2021) that math attitude has a significant effect on learning outcomes. Furthermore, different from the research results (Hartati, 2015), students who have a positive attitude toward mathematics will get higher mathematics learning outcomes than students who have negative attitudes toward mathematics.…”

Section: Discussioncontrasting

confidence: 99%

The impact of affective skills toward on the mathematics learning outcomes at senior high school students

Wahyuddin

Rusdin

Nur³

2022

jel

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Affective skill is one of the factors that students must possess and are the key to successful learning; affective skills are also one of the skills needed in the world of work in the future. This research aimed to analyze the influence of affective skills and their influence on learning outcomes and the dominant influencing variables. This quantitative survey was conducted in January-March 2021, involving 155 students (61 males and 94 females). The variables consisted of exogenous variables, namely affective skills (math interest, math anxiety, math self-efficacy, beliefs, and math attitude), while endogenous variables are learning outcomes. The instrument used to measure exogenous variables were questionnaires including math interest, math anxiety, math self-efficacy, beliefs, and math attitude that met the validity and reliability tests. While the endogenous variable, namely understanding results obtained from the value of documentation of student learning outcomes at school. The data was processed by descriptive and inferential analysis through structural equation modeling (SEM). The study results concluded that math self-efficacy and math attitude were in the high category, beliefs and math interests were suitable. Math anxiety was of a low sort. Furthermore, math interest, math self-efficacy, beliefs, and math attitude were found to have no significant effect on learning outcomes, which means that math interest, self-efficacy, ideas, and math attitude were not sufficient to provide evidence that they could significantly influence learning outcomes.

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Section: Discussioncontrasting

confidence: 99%

The impact of affective skills toward on the mathematics learning outcomes at senior high school students

Wahyuddin

Rusdin

Nur³

2022

jel

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“…The findings also show a strong positive relationship between several factors: (i) classroom environment factors (Malaguial et al, 2021;Aderogba et al, 2021;Ahmad, 2021;Ochayi et al, 2021) (ii) student's interest (Dermawan et al, 2021;Fadhillah & Maryanti, 2021;Putri et al, 2021;Hashim et al, 2021;Ardiana et al, 2022;Kamila & Sakti, 2022) (iii) student's motivation (Permana et al, 2021;Suhana et al, 2022;Sopian et al, 2022;Hernawati et al, 2021;Tarmawan et al, 2021). This shows that the more conducive and safer the classroom environment the more likely students are to have high motivation.…”

Section: Discussionmentioning

confidence: 82%

Students’ Participation and Motivational Factors in Student-Centered Learning: A Case of Two Malaysian Vocational Institutes

Aziz¹,

Masek²,

Mohamad³

2022

JEET

Self Cite

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The development of a country closely relates to how its national education system is enhanced to address current challenges. Despite an increasing interest in improving the quality of academic-oriented education in Malaysia, research on enhancing the learning quality of Technical and Vocational Education (TVET) remains lacking. Surveying the involvement of TVET students in Student-Centered Learning (SCL), this quantitative study identifies the level of students’ learning motivation and some contributing factors to their involvement in SCL activities. The methodology of the study was a quantitative survey design using questionnaires. Respondents were students of Diploma in Electrical Engineering Technology at Institut Kemahiran MARA (IKM) and Kolej Kemahiran Tinggi MARA (KKTM). A total of 296 responses were received and data analysis was performed using descriptive analysis and inferential statistics. In this study, students participated and were highly motivated while working and learning in an SCL environment. There is a strong positive relationship between students’ participation or involvement factors and students’ motivation. It can be concluded that the implementation of SCL among TVET students requires support from parents and classmates. Therefore, the study provides some recommendations on how to improve the quality of TVET graduates by strengthening these involvement and motivational factors. Keywords: learning participation, learning motivation, SCL, Student-centered learning, TVET

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“…This research aims to gauge the implications of online-based classes on developing the academic skills of the learners through spoken and written discourse through the use of questionnaires and statistical analysis. This study is novel with existing studies as this currently coincides with the wariness of the students who are in newly proposed online learning this education system (Mulyanti et al, 2020;Sangsawang, 2020;Lestari et al, 2020;Haristiani & Rifa'I, 2020;Hashim et al, 2020;Hashim et al, 2021).…”

Section: Introductionmentioning

confidence: 75%

Online Class: Its Implication Towards Academic Skills Development

Bermudez¹,

Alcaide²,

Barcelona³

et al. 2021

Indonesian J. Educ. Res. Technol.

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We aimed to find out the students’ academic skills development through the use of descriptive research design. In the experiment, we used random sampling to determine the level of students’ online discourse skills in terms of spoken and written means as well as the level of student’s development of academic skills. This research was conducted by distributing a customized and corrected questionnaire to the validation of the online learning questionnaire with a 4-point Likert scale interpretation to determine the interpretation of the values. Findings showed that the written discourse levels are moderate with a mean of 2.972, and spoken discourse is moderate with a mean of 2.822. The four-level students’ development skills were obtained, and most of them are moderate. Academic participation was obtained with a mean of 3.118, making inferences with 3.01, text composition with a mean of 2.93, and reading with a mean of 3.00. Based on the results of multiple surveys, there is a significant relationship between the online class and the development of academic skills as implied by the Pearson correlation test result at a 5% level of significance (Sig. 0.05). It also indicates a moderate or substantial correlation or relationship with a Pearson correlation coefficient of 0.54. This study has shed light on the wariness of these educators on how this means of learning have an impact on their learning and development.

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Association of Interest, Attitude and Learning Habit in Mathematics Learning Towards Enhancing Students’ Achievement

Cited by 24 publications

References 20 publications

The impact of affective skills toward on the mathematics learning outcomes at senior high school students

The impact of affective skills toward on the mathematics learning outcomes at senior high school students

Students’ Participation and Motivational Factors in Student-Centered Learning: A Case of Two Malaysian Vocational Institutes

Online Class: Its Implication Towards Academic Skills Development

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