The Influence of Attitudes towards Mathematics, and Metacognitive Awareness on Mathematics Achievements

Abstract

The aim of this study was to investigate the influence of attitudes towards mathematics and metacognitive awareness on mathematics achievement of high school students. In addition, this study interested in examining gender differences on mathematics achievement. The respondents of this study were 103 students of a senior high school in Tangerang, Indonesia. Attitudes Towards Mathematics Inventory (ATMI) was used to measure students' attitudes towards mathematics, and Metacognitive Awareness Inventory (MAI) was used to measure metacognitive ability, whereas mathematics achievement was measured from the value obtained in the school report cards of the semester when the research was being conducted. The results revealed that attitudes towards mathematics and students' mathematics achievement were significantly correlated (r = 0.505; p < 0.001). No significant correlations were shown between metacognitive skills and mathematics achievement (r = 0.081; p > 0.05), as well as between attitude towards mathematics and metacognitive skills (r = 0.143; p > 0.05). The regression model was fit in predicting the contribution of attitudes towards mathematics and metacognitive skills on mathematic achievement for 25.5%. However, looking at the p value of the t test it was shown that the attitude towards mathematics contributes to the model, but not the metacognitive skills. No significant difference was found on mathematics achievement.

Investigation of Mathematics-Specific Trend Variables in PISA Studies with Neural Networks and Linear Regression

“…Other variables which are important predictors of Turkish students' mathematics achievements are attitudes towards school, math anxiety and mathematics self-concept. Similarly, in other studies, it is found that attitudes towards school (Ajisuksmo & Saputri, 2017;Geesa et al, 2019;Lipnevich, Preckel, & Krumm, 2016), mathematics anxiety (Gunderson et al, 2018;Passolunghi et al, 2016) and mathematics self-concept (Chiu, 2017;Lee & Kung, 2018;Susperreguy et al, 2018) are significant predictors of mathematics achievement.…”

Mathematics Performance of Students in a Philippine State University

“…In the midst of this, understudies should even now have an inspirational disposition towards it because, as indicated by Guner (2012), past investigations on science detailed that mentalities towards arithmetic have a primary job in deciding learning accomplishment. Ajisuksmo and Saputri (2017) referenced that the demeanors of the understudies influence their intellectual exercises. By having an inspirational frame of mind towards arithmetic, the understudies will feel that science is necessary with the goal that they will attempt to improve their arithmetic learning accomplishment.…”

“…The Trend International Mathematical Science Study Advanced (TIMMS) examined patterns of students' achievement in mathematics and found out that for over 20 years, there were some declines in the students' performances, and there were no improvements in the countries assessed (Maltese & Tai, 2011). In the case of Indonesia, the PISA report (2012) showed that the achievement scores of Indonesian students in mathematics are recorded very low and was ranked the 64th out of 65 countries (Ajisuksmo & Saputri, 2017).…”

Relationship Between Attitude Towards Mathematics and Mathematical Problem-Solving Achievement Among Pre-University Students in Malaysia

“…emotional and beliefs), behaviour and cognitive (Ayob & M. Yasin, 2017). Positive attitude towards mathematics affect students willingness to learn mathematics compared with students with negative mathematics attitude, and once they feel that mathematics is important, they will try to improve their mathematics achievement (Ajisuksmo & Saputri, 2017). In the context of this study, students' attitude toward mathematics was evaluated from four aspects, namely, self-confidence, value, enjoyment, and motivation.…”