Success Indicators of Mathematical Problem-Solving Performance Among Malaysian Matriculation Students

Abstract

This study identifies the success indicators of mathematical problem-solving performances among Malaysian matriculation students divided into four indicators: mathematical beliefs, mathematics attitudes, mathematics self-efficacy and metacognitive skills. For this purpose, 368 matriculation students from three matriculation colleges were selected as respondents using proportioned stratified sampling. This study utilized a descriptive correlational design approach. A set of questionnaires and a mathematics test were used as the instruments. Independent variables were measured using a questionnaire, while mathematical problem-solving performance was measured using a mathematics test. The findings show students had a high level in mathematics beliefs, attitude towards mathematics, mathematics self-efficacy and metacognitive skills. Statistical tests to determine success indicators predicting mathematical problem-solving performance revealed that mathematics self-efficacy does not contribute significantly to these variables and that metacognitive skills make the most decisive contribution, followed by mathematics attitude and mathematics beliefs. Hence, this study suggests that problem-solving should be included as an essential part of the mathematics matriculation syllabus to enable students to improve their problem-solving abilities.

Secondary School Learners' Self-Efficacy and Achievement in Non-Routine Mathematics Problem-Solving

“…Thus, teachers cannot overlook the need to promote the development of meta-cognitive skills (e.g., predicting, monitoring, and evaluating the problem-solving process) in conjunction with self-efficacy beliefs to raise learners' mathematics achievement subsequently. Bakar et al (2021) and Kaskens et al (2020) report an insignificant relationship between mathematics self-efficacy and problem-solving achievement. In particular, Bakar et al (2021) observed metacognitive skills, mathematics attitude, and mathematics beliefs as more significant contributors to mathematics problem-solving achievement than self-efficacy.…”

“…Bakar et al (2021) and Kaskens et al (2020) report an insignificant relationship between mathematics self-efficacy and problem-solving achievement. In particular, Bakar et al (2021) observed metacognitive skills, mathematics attitude, and mathematics beliefs as more significant contributors to mathematics problem-solving achievement than self-efficacy.…”

“…Some papers focussed on establishing the existence of a relationship between self-efficacy (SE) and problem-solving (PS) (Agbornu & Edekor, 2020;Zamnah, 2019;De Brito & De Saiza, 2015), while some quantified the strength of the relationship between them (Ugwuanyi et al, 2020;Amri & Widada, 2019;Susilo & Retnawati, 2018). Sadly, the literature reports mixed findings on the relationship between the two constructs (Bakar et al, 2021;Kaskens et al, 2020;Ozturk et al, 2020;Ozkal, 2019;Ozcan & Gumus, 2019). This paper groups the previous findings into studies that discovered significant or non-significant relationships between the constructs.…”

Revealing the uniqueness of variations in prospective teachers' metacognitive activities in solving mathematical problems based on gender

“…Studies on metacognition in problem-solving have significantly progressed, particularly in mathematics education (Kayashima et al, 2005;Laamena & Laurens, 2021;Permadi & Irawati, 2023). Previous research has shown that metacognition plays a crucial role in determining the success or failure of solving mathematical problems (Bakar et al, 2021;Gurat & Medula Jr, 2016;Kaune et al, 2011;Magiera & Zawojewski, 2011;Ozturk, 2016;Panaoura & Philippou, 2005). Metacognition, as explained by Flavell (1979), refers to cognitive processes involving individual awareness of the acquisition of knowledge and the ability to organise knowledge.…”

An investigation of mathematical problem-solving skills based on students prior mathematical knowledge and cognitive style

“…Through this capacity, individuals will comprehend and be able to employ numerous ways to solve mathematical issues (Gavaz et al, 2021;Marchiş, 2013;Phonapichat et al, 2014). MPSS comprises a person's capacity to adapt numerous tactics and strategies from previously learned activities to find the optimal answer to a new problem or situation (Bakar et al, 2021;Schoenfeld, 1982). By teaching MPSS, students can become accustomed to being able and skilful in comprehending the many challenges encountered, developing diverse problem-solving methodologies, and being aware of the necessity of re-examining previously achieved solutions.…”