Building mathematics self-efficacy of STEM undergraduates through mathematical modelling

Czocher, Jennifer A.; Melhuish, Kathleen; Kandasamy, Sindura Subanemy

doi:10.1080/0020739x.2019.1634223

Cited by 23 publications

(21 citation statements)

References 61 publications

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“…There has been a growing interest in research on students’ affective factors and their contributions to learning outcomes at all levels of education. Apart from the fact that some of these affective factors, e.g., self-efficacy, satisfactorily predict students’ performance, an explanation for the growing interest may be ascribed to the ease of developing interventions that influence such factors ( Czocher et al, 2019 ). For instance, perceived self-efficacy, which has been conceptualized as “beliefs in one’s capabilities to organize and execute the courses of action required to produce given attainments” ( Bandura, 1997 , p. 3), was shown to predict academic achievement better than intelligence test scores, measures of self-esteem, and personal traits among school children ( Zuffianò et al, 2013 ; Özcan and Eren Gümüş, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

Self-Efficacy Between Previous and Current Mathematics Performance of Undergraduate Students: An Instrumental Variable Approach to Exposing a Causal Relationship

Zakariya

2021

Front. Psychol.

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PurposeSelf-efficacy has been argued theoretically and shown empirically to be an essential construct for students’ improved learning outcomes. However, there is a dearth of studies on its causal effects on performance in mathematics among university students. Meanwhile, it will be erroneous to assume that results from other fields of studies generalize to mathematics learning due to the task-specificity of the construct. As such, attempts are made in the present study to provide evidence for a causal relationship between self-efficacy and performance with a focus on engineering students following a mathematics course at a Norwegian university.MethodThe adopted research design in the present study is a survey type in which collected data from first-year university students are analyzed using structural equation modeling with weighted least square mean and variance adjusted (WLSMV) estimator. Data were generated using mainly questionnaires, a test of prior mathematics knowledge, and the students’ final examination scores in the course. The causal effect of self-efficacy was discerned from disturbance effects on performance by using an innovative instrumental variable approach to structural equation modeling.ResultsThe findings confirmed a significant direct effect of the prior mathematics knowledge test (β = 0.52, SE = 0.01, p < 0.001) on self-efficacy, a significant direct effect (β = 0.43, SE = 0.19, p = 0.02) of self-efficacy on performance, and a substantial mediating effect (β = 0.22, SE = 0.10, p = 0.03) of self-efficacy between a prior mathematics knowledge test and performance. Prior mathematics knowledge and self-efficacy explained 30% variance of the performance. These findings are interpreted to be substantial evidence for the causal effect of self-efficacy on students’ performance in an introductory mathematics course.ConclusionThe findings of the present study provide empirically supports for designing self-efficacy interventions as proxies to improve students’ performance in university mathematics. Further, the findings of the present study confirm some postulates of Bandura’s agentic social cognitive theory.

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Section: Introductionmentioning

confidence: 99%

Self-Efficacy Between Previous and Current Mathematics Performance of Undergraduate Students: An Instrumental Variable Approach to Exposing a Causal Relationship

Zakariya

2021

Front. Psychol.

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“…Kompetensi pemodelan berbeda dengan kemampuan pemodelan, tidak hanya kemampuan tetapi juga kemauan untuk menyelesaikan masalah dengan aspek matematika yang diambil dari kehidupan nyata (Kaiser & Schwarz, 2006). Kemudian menurut (Czocher et al, 2020) pengalaman pemodelan matematika atau modelling matematika memberikan solusi potensial untuk relevansi paradoks karena dalam pemodelan matematika siswa menggunakan pengetahuan matematika mereka untuk memecahkan masalah dunia nyata yang otentik. Hal itu menunjukkan bahwa Mathematical Modelling mampu meningkatkan kemampuan Mathematical Modelling siswa.…”

Section: Kecemasan Siswa Pada Materi Modelling Matematika Dalam Kelas Virtualunclassified

“…Dalam pembelajaran matematika terdapat modelling matematika (Mathematical Modelling), yaitu suatu pembelajaran matematika yang dimana materi yang disampaikan berkaitan dengan kehidupan nyata. Modelling matematika ialah matematika yang digunakan dalam menyelesaikan masalah non-matematika yang dimana modelling matematika atau pemodelan matematika mengacu pada proses mengubah masalah di dunia nyata menjadi masalah matematika, memecahkan masalah matematika dan menggunakan hasil untuk mengatasi masalah dunia nyata awal (Czocher, Melhuish, & Kandasamy, 2020). Tujuan dari modelling matematika adalah mempermudah pemahaman siswa terhadap materi matematika karena pembahasan yang diberikan selaras dengan kehidupan nyata.…”

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Kecemasan Siswa Dalam Menyelesaikan Masalah Modelling Matematika Pada Praktek Kelas Virtual

Nabilah¹,

Umam²,

Azhar³

et al. 2021

IJoPME

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Latar Belakang. Semakin tinggi jenjang maka tingkat kesulitan matematika akan semakin tinggi juga, dengan demikian meningkatnya kesulitan dalam topik pembelajaran dapat menyebabkan kecemasan terhadap matematika atau dapat mengganggu pemahaman terhadap matematika. Metode Penelitian kuantitatif dengan menggunakan survey dipilih untuk mencapai tujuan penelitian ini. Analisis data penelitian ini menggunakan analisis deskriptif dimana hasil survey interpretasi dengan kajian mendalam dari beberapa penelitian-penelitian terkait. Hasil Penelitian menunjukkan bahwa kecemasan siswa pada kelas virtual tergolong tinggi disebabkan oleh faktor lingkungan yang tidak mendukung untuk proses belajar dan situasi yang membosankan karena selalu dihadapan gadget dalam waktu yang sangat panjang. Kontribusi penelitian ini menambah bagaimana proses pembelajaran secara virtual perlu memperhatikan aspek psikologis siswa dan bagaimana memberikan rasa nyaman dalam belajar walaupun dalam kondisi virtual

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“…The successful learning of mathematics is estimated by the interactions of ambition, ability, interest, and self-efficacy of mathematics if students are less in building self-efficacy and eventually improve mathematical skills. (Czocher et al, 2019). Selfefficacy provides positive feelings about the importance of learning mathematics and has confidence in completing mathematical tasks.…”

Section: Introductionmentioning

confidence: 99%

Discovery Learning with Scaffolding To Promote Mathematical Creative Thinking Ability And Self-Efficacy

Jatisunda

Suciawati

Nahdi

2020

ajpm

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Mathematical creative thinking ability and self-efficacy are a combination of abilities students need to have when studying mathematics. Mathematical learning is expected to improve both abilities. However, teachers still use conventional learning such as direct teaching, which results in a low increase in students' mathematical creative thinking abilities and self-efficacy. So we need alternative student-centred learning and teachers as facilitators who provide scaffolding. The study was conducted to obtain a description of the discovery learning process with scaffolding which aims to improve the ability to think creatively and self-efficacy. Two quasi-experimental designs with three class groups were used: The Matching-only Pretest-posttest Control Group Design was used to measure mathematical creative thinking skills, and The Matching-only Posttest-only Control Group Design was used to measure the self-efficacy scale. Based on the results of one-way ANOVA, the mathematical creative thinking ability of students discovery learning with scaffolding is better than discovery learning and conventional learning. Likewise, this happens to 'self-efficacy, based on the one-way ANOVA that students' self-efficacy of discovery learning with scaffolding is better than discovery learning and conventional learning. The learning process of discovery learning with scaffolding has a positive impact on the improvement of mathematical creative thinking abilities and self-efficacy

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Building mathematics self-efficacy of STEM undergraduates through mathematical modelling

Cited by 23 publications

References 61 publications

Self-Efficacy Between Previous and Current Mathematics Performance of Undergraduate Students: An Instrumental Variable Approach to Exposing a Causal Relationship

Self-Efficacy Between Previous and Current Mathematics Performance of Undergraduate Students: An Instrumental Variable Approach to Exposing a Causal Relationship

Kecemasan Siswa Dalam Menyelesaikan Masalah Modelling Matematika Pada Praktek Kelas Virtual

Discovery Learning with Scaffolding To Promote Mathematical Creative Thinking Ability And Self-Efficacy

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