Self-Efficacy and Attitude towards Mathematics: It's Implication to Mathematics Learning
Its Implication to Mathematics learning
Keywords:
cognitive model, mathematics, learning, attitude, self-efficacy
Abstract
The study explored the implication of cognitive model to mathematics learning. Specifically, it determined the relationship and effects of students’ attitude towards mathematics (ATM) and mathematics self-efficacy (MSE) to students’ mathematics performance. The study utilized the mixed method of research. The participants of the study were the 304 second year teacher education students to determine the causes, effects, and ways of overcoming negative ATM and low MSE. Results revealed that students’ ATM and MSE were both significantly correlated and affect mathematics performance. The main cause of negative ATM was the teacher’s behavior and pedagogy. The causes of low MSE were personal ability; fear of committing mistakes; and destructive feedback from teachers. Students’ negative ATM and low MSE resulted on students performing less in class. To overcome these challenges, teachers should treat seriously the need for improving the cognitive model among the students, because it influences their lives today and in the future. Teachers should help students manage their thoughts, emotions, and behavior positively towards mathematics. It can be done through teachers’ careful curriculum planning, writing, & implementation with appropriate supported curriculum that aims to develop positive ATM and high MSE among students. The students also need their parents’ support through monitoring, and checking their progress.References
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Pantziara M. et al. (2016).Attitudes, Beliefs, Motivation, and Identity in Mathematics Education, p. 7 Retrieved March 1, 2018 fromhttp://jultika.oulu. fi/files/nbnfife20102131552.pdf
Smith et al. (2006).Mathematics self-efficacy and mathematics performance. Retrieved Feb. 15, 2018 from http://sites.education.uky.edu/motivation/files/2013/08/Usher_Pajaes2009.pdf
Benzilin L. (2016). Life is nothing but simple mathematics. Retrieved March 1, 2018 from https://www.linkedin .com/pulse/life-nothing-simple-mathematics-lucy-benzilin.
Cadorna E. et al. (2016). Pathological fear of Students in Mathematics: Gender Differences. Asia Pacific Journal of Social and Behavioral Science, 109. Retrieved February 16, 2018 from http://research.buksu.edu.ph/index.php/APJSBS/article/view/130
Chavez (2012). Cultural Competency Report. Retrieved Feb. 10, 2018 from http://www.afn.ca/uploads/files/education/8.1.pdf.
Crockett L. (August 2, 2016). The critical 21st century skills every students needs and why. Retrieved Feb. 16, 2018 from https://globaldigitalcitizen.org/21st-century -skills-every-student-needs
Crothers L.M. et al. (2008). Theory and cases in school-based consultation: A resource for school psychologists, school counselors, special educators, and other mental health professionals. New York: Routledge Taylor & Francis Group. Retrieved February 28, 2018 fromhttp://books.google.com/books?id=vKsXLZkKiyIC
De Martino P. et al. (2016). Attitudes, Beliefs, Motivation, and Identity in Mathematics Education, p. 2 Retrieved February 28, 2018 from http://jultika.oulu.fi/files/nbn fife201702131552.pdf
Fast et al. (2010).Running Head: Self – efficacy and Standardized Test Perfor- mance.http://digitalcommons.bryant.edu/cgi/viewcontent.cgi?article=1015& con text= honors_mathematics.
Hoffman and Schraw (2009). Mathematics Self-efficacy and standardized test performance. Retrieved February 17, 2018 from http://rap.ucr.edu/efficacy. pdf.
Lee Chua (2013). Math tech improves student performance. Retrieved February 28, 2018 from http://newsinfo. inquirer. net/348583/ math-tech-improves-student-performance.
Liu & Koirala (2009). The Effect of Mathematics Self-Efficacy on Mathematics Achievement of High School Students. Retrieved Feb. 28, 2018 from http: //digitalcommons.uconn.edu /cgi/viewcontent.cgi?article=1029&context=nera_2009.
Mata, M., Monteiro, V., & Peixoto, F. (2012). Attitudes towards Mathematics: Effects of Individual, Motivational, and Social Support Factors. Child Development Research, 2012, 1-10.
Mcleod S. (2008). Cognitive Behavioral Theory. Retrieved February 16, 2018 from https://www.simplypsychology. org/cognitive-therapy.html.
Nicolaidou and Philippou (2008). “Attitudes Towards Mathematics”. Retrieved Feb. 16, 2018 from http://www.dm.unipi.it/~ didattica/CERME3/proceedings/Groups/ TG2/TG2_nicolaidou_cerme3.pdf.
Pantziara M. et al. (2016).Attitudes, Beliefs, Motivation, and Identity in Mathematics Education, p. 7 Retrieved March 1, 2018 fromhttp://jultika.oulu. fi/files/nbnfife20102131552.pdf
Smith et al. (2006).Mathematics self-efficacy and mathematics performance. Retrieved Feb. 15, 2018 from http://sites.education.uky.edu/motivation/files/2013/08/Usher_Pajaes2009.pdf
Published
2018-12-27
Section
Articles
Copyright (c) 2018 Asia Pacific Journal of Social and Behavioral Sciences
Copyright holder is the Bukidnon State University.
