Dataset on the relationship between students’ attitude towards, and performance in mathematics word problems, mediated by active learning heuristic problem-solving approach

Wakhata, Robert; Mutarutinya, Védaste; Balimuttajjo, Sudi

doi:10.1016/j.dib.2023.109055

Cited by 3 publications

(3 citation statements)

References 21 publications

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“…Generating hypotheses directs the thinking process toward problem solutions. Hypotheses help the investigator collect the data needed to investigate the relationship between students' attitudes and performance in turning ideas into actions to find the information needed to solve problems (Chan et al, 2022;Wakhata et al, 2023).…”

Section: Resultsmentioning

confidence: 99%

Determining Students' Higher Thinking Skills Profile Using Creative Problem-Solving Model Indicators Integrated with Predict Observe Explain

Trisnayanti,

Sunarno,

Masykuri

et al. 2023

JPII

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This study intends to investigate the profile of students’ higher-order thinking skills through the model integration of Creative Problem Solving Predict-Observe-Explain (CPSPOE). Data collection was carried out both quantitatively and qualitatively (mixed method). The mixed method sequential explanatory design consisted of two distinct phases: quantitative and qualitative. In this design, the researchers first collected and analyzed quantitative (numeric) data, then proceeded with qualitative data to help decipher the quantitative results. Using a purposive sampling technique, the research sample used two junior high schools in the city of Bengkulu to determine the experimental and control classes in each school based on the average academic scores before the study. The research instrument was a high-level thinking cognitive test in the form of 10-item test items describing the interaction of living things with their environment. The results of student scores on the test were analyzed using the MANOVA significance test and obtained a p-value 0.05, meaning that there is a significant influence on classifying, problem-solving, generating hypothesizing, and decision-making. Based on the CPSPOE model reference, which is integrated with a complete and interactive sequence of learning stages that can facilitate students to be involved in efforts to train higher-order thinking skills and can effectively activate students, being facilitated by teachers, complex social systems are considered practical and easy to implement to train high-level thinking skills. This study concludes that the sequence of learning stages of the CPSPOE model can be effective in improving classifying, problem-solving, generating hypothesizing, and decision-making skills for junior high school students’ high-level thinking skills.

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Section: Resultsmentioning

confidence: 99%

Determining Students' Higher Thinking Skills Profile Using Creative Problem-Solving Model Indicators Integrated with Predict Observe Explain

Trisnayanti,

Sunarno,

Masykuri

et al. 2023

JPII

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“…Because the model fit for confirmatory factor analysis failed to produce a good fit for Shau's SATS-36, an exploratory factor analysis was conducted to find a new model. Exploratory factor analysis (EFA), the Vermax rotation method Wakhata et al (2023) was used for better interpretation of factors. This study conducted CFA for SATS-36, then the research turned to EFA.…”

Section: B Methodsmentioning

confidence: 99%

“…Students' attitudes toward statistics may have a major impact on the development of statistical thinking skills that are useful for applying statistical knowledge. The SATS-36 method can be used in student-centered teaching and is one of the most effective ways to overcome the problem of low achievement in statistics classes (Filiz et al, 2020a;Wakhata et al, 2023). The integration of the SATS-36 method plays a major role in improving students' knowledge and attitudes (Cladera, 2021).…”

Section: A Introductionmentioning

confidence: 99%

Gender Disparities Impact on Pre-Service Teachers' Attitudes in Mathematics and Statistics Education

Judijanto,

Lumbantoruan

2024

JTAM

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The research investigates the impact of gender disparities on prospective teachers' attitudes towards statistics in mathematics education. The problem is a lack of understanding of how gender influences attitudes towards statistics. This research aims to explore differences in attitudes towards statistics based on gender and identify factors that influence these attitudes. The urgency lies in the importance of better understanding how gender can influence attitudes toward statistics among prospective teachers. This research method uses the Attitudes towards Statistics Survey (SATS-36) survey which was completed by 355 prospective teachers from 7 TTCs who were randomly selected. Data was collected through an online survey and analyzed using an independent T-test to compare the attitudes of prospective teachers based on gender. The results show that prospective teachers have a positive attitude towards statistics and gender has a significant influence on attitudes towards statistics. A significant difference was found in attitudes towards statistics between male and female teacher candidates, with men tending to have more positive attitudes. The conclusion is that gender plays an important role in shaping prospective teachers' attitudes towards statistics. The implication is that special attention is needed to pay attention to gender factors in developing mathematics education curricula to increase interest and understanding of statistics among prospective teachers.

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Programa Fomentamos el Aprendizaje Basado en Problemas en la Mejora del Rendimiento Matemático

Hernández-Domínguez

2024

RTED

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El aprendizaje basado en problemas (ABP) tiene influencia positiva en la generación de aprendizajes dinámicos en el área de matemáticas. El objetivo fue determinar la influencia del programa Fomentamos el aprendizaje basado en problemas para la mejora del rendimiento matemático en estudiantes de educación primaria (5º y 6º). La investigación se fundamentó bajo el paradigma positivista, enfoque cuantitativo, con aplicación del método hipotético deductivo, diseño experimental y tipo cuasiexperimental, de corte longitudinal. Se tuvo una muestra de 200 estudiantes. Se utilizó el cuestionario TIMSS (Versión revisada) en dos momentos: Pre-Test y Post-Test, conformado por 18 ítems divididos en las dimensiones: Actitud ante las matemáticas, ansiedad matemática y autoeficacia en matemáticas. Los resultados obtenidos mediante la U de Mann – Whitney demostraron que existe influencia significativa del aprendizaje basado en problemas en el rendimiento matemático (sig. 0.000<0.05); asimismo, se confirmó el efecto directo en las dimensiones del rendimiento matemático. Por lo tanto, es pertinente afianzar la alfabetización afectiva matemática, el aprendizaje participativo, la matemática lúdica y la autorregulación de habilidades operativas. Estas estrategias han demostrado efectividad para reducir los niveles de aversión y ansiedad matemática en escolares. De esta manera, se fortalecerán las competencias para el emprendimiento y competencias científicas. Asimismo, se obtendrán niveles de logro satisfactorios según currículo actual. Se concluyó en la necesidad de motivar a los docentes a la realización de programaciones coherentes, contextualizadas y de utilidad que permitan un modo natural de aprender y comprender saberes matemáticos en beneficio de los educandos.

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Dataset on the relationship between students’ attitude towards, and performance in mathematics word problems, mediated by active learning heuristic problem-solving approach

Cited by 3 publications

References 21 publications

Determining Students' Higher Thinking Skills Profile Using Creative Problem-Solving Model Indicators Integrated with Predict Observe Explain

Determining Students' Higher Thinking Skills Profile Using Creative Problem-Solving Model Indicators Integrated with Predict Observe Explain

Gender Disparities Impact on Pre-Service Teachers' Attitudes in Mathematics and Statistics Education

Programa Fomentamos el Aprendizaje Basado en Problemas en la Mejora del Rendimiento Matemático

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