Relationship between mathematics statistics engagement and attitudes towards statistics among undergraduate students in Malaysia

Salim, Nur Raidah; Ayub, Ahmad Fauzi Mohd

doi:10.1063/1.4972170

Cited by 5 publications

(8 citation statements)

References 12 publications

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“…The increased student engagement enables the students to master more mathematics things (Ayub et al, 2017). This study shows that student engagement in mathematics learning is at a moderate level, which agrees with several results from past studies toward students in Malaysia (e.g., Ayub et al, 2017;Salim & Ayub et al, 2017). However, the moderate level of engagement in mathematics learning between school students and university students is different.…”

Section: Figure 1 Distribution Of Mathematics Markssupporting

confidence: 88%

Mathematics Achievement: The Relationship between Student Engagement, Parental Involvement, and Peer Influence

Bakar¹,

Ayub²,

Ahmad³

et al. 2021

IJARBSS

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Mathematics is an important subject as a skill and foundation to further learning at the university level. In this regard, the engagement of students in the learning of mathematics is required so that mathematical knowledge and skills can be learned and mastered as much as possible. Previous study showed that student engagement, parental involvement, and peer influence affect mathematics achievement at a university. The purpose of this is to examine the relationship between mathematics achievement, the three aspect of student engagement, parental involvement, and peer influence. Data were collected from a total sample of 284 undergraduate students at a private university in Malaysia. Descriptive statistics and multiple regression analyses were used to analyse the data. Mathematics achievement was positively related to cognitive engagement and affective engagement, while behavioural engagement did not affect their achievement. Parental involvement and peer influence, on the other hand, are negatively related with mathematics achievement. More studies that concentrated on the relationship between parental involvement, peer influence, and student engagement in the future are encouraged to establish students' engagement in mathematics learning that vital to increase their mathematics achievement. A qualitative study should be considered in order to obtain more information from respondents.

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Section: Figure 1 Distribution Of Mathematics Markssupporting

confidence: 88%

Mathematics Achievement: The Relationship between Student Engagement, Parental Involvement, and Peer Influence

Bakar¹,

Ayub²,

Ahmad³

et al. 2021

IJARBSS

View full text Add to dashboard Cite

show abstract

“…In a similar study conducted at a public university, Universiti Putra Malaysia, the researchers investigate the relationship between students' attitudes toward statistics and mathematics engagement among 293 undergraduate students who are enrolled in statistics courses from several programs [32]. Their analysis of mathematics and statistics engagement domain reveals that attitudes towards statistics are positively related to the emotional domain, then a cognitive domain and followed by a behavioural domain.…”

Section: Studies Conducted On Students' Engagement Researchmentioning

confidence: 99%

“…Their analysis of mathematics and statistics engagement domain reveals that attitudes towards statistics are positively related to the emotional domain, then a cognitive domain and followed by a behavioural domain. Their findings show attitudes are vital for students to be engaged in mathematics and statistics [32].…”

Section: Studies Conducted On Students' Engagement Researchmentioning

confidence: 99%

“…In the Malaysian context, lecturers face challenges in teaching theoretical subjects like Malaysian Studies and English Language because students complain that these subjects are irrelevant and not engaging [32]. Through their study, it is found that project-based learning is an approach to improve students' engagement [33] [34].…”

Section: Studies Conducted On Students' Engagement Researchmentioning

confidence: 99%

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A Systematic Review on Students’ Engagement in Classroom: Indicators, Challenges and Computational Techniques

Subramainan¹,

Mahmoud²

2020

IJACSA

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Students' engagement in a classroom is a key factor that influences several educational outcomes. Studies by the University of California, Los Angeles (UCLA) and British universities found that 40% of students are frequently experiencing boredom and less than 20% of students ask questions in class due to poor engagement. A survey by Malaysia's Program for International Student Assessment (PISA) found that 80% of the participating schools fell into the poor performance bracket. However, studies in this line of research are limited and scattered. To provide a clear insight into this problem and support researchers, it is crucial to understand the current state of research in this area. Consequently, in this paper, a comprehensive review is conducted to map the literature studies to a consistent taxonomy. Search terms revealed 87 papers from several databases that have been classified into seven categories. A systematic review method is applied, analysis is performed, and finally, findings, discussion, and recommendations are presented.

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“…Existen notables evidencias de que el engagement, constructo multidimensional que en su momento Fredricks, Blumenfeld y Paris (2004, p.60) definieron como "comportamientos, emociones y conocimientos que el estudiante emplea en sus estudios", está directamente relacionado con el rendimiento académico (Kong, Wong, & Lam, 2003;Raidah & Mohd, 2017;Straber, 2017). Por tal motivo, el engagement de los estudiantes en el aprendizaje de las matemáticas es importante para su posterior desarrollo académico (Lazarides & Rubach, 2017).…”

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Estudio de los factores de estudiantes y aulas que intervienen en el 'engagement' y rendimiento académico en Matemáticas Discretas

Ramírez

García-Hernández

2020

Rev. Complut. Educ

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Investigaciones actuales muestran que el engagement hacia el aprendizaje de la Matemática Discreta y su rendimiento académico no alcanzan los niveles deseados. Este trabajo pretende identificar las características de los estudiantes y las aulas que influyen en el engagement (EMD) hacia el aprendizaje de la Matemática Discreta y en el rendimiento académico (RMD). La muestra se compone de 728 estudiantes de primer curso agrupados en 40 aulas en la Universidad de Ciencias Informáticas (Cuba). Con el objetivo de conocer las variables de estudiantes y aulas que son predictoras de las variables dependientes se realizó un análisis multinivel multivariado. La autoeficacia percibida, la utilización de las tecnologías y la satisfacción con los materiales de estudio son factores de los estudiantes que explican el EMD y el RMD. A nivel de aula resultan significativas el tipo de actividad, el grado de retroalimentación que se logre y el ambiente de aprendizaje.

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Relationship between mathematics statistics engagement and attitudes towards statistics among undergraduate students in Malaysia

Cited by 5 publications

References 12 publications

Mathematics Achievement: The Relationship between Student Engagement, Parental Involvement, and Peer Influence

Mathematics Achievement: The Relationship between Student Engagement, Parental Involvement, and Peer Influence

A Systematic Review on Students’ Engagement in Classroom: Indicators, Challenges and Computational Techniques

Estudio de los factores de estudiantes y aulas que intervienen en el 'engagement' y rendimiento académico en Matemáticas Discretas

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