Students attitude towards calculus subject: A case-study using structural equation modeling

Awang, Noorehan; Hamid, Nur Nadiah Abd

doi:10.1063/1.4932503

Cited by 5 publications

(7 citation statements)

References 3 publications

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“…This implies that learners' negative attitude toward calculus is directly related to their poor performance of calculus and vice-versa. This agree with the findings in (Atanasova-Pachemska et al, 2015;Awang & Hamid, 2015;Awang, Ilias, Che Hussain, & Mokhtar, 2013;Eyyam & Yaratan, 2014;Lin, Tseng, & Chiang, 2016). Atanasova-Pachemska et al (2015) stated that the less positive attitude learners towards the learning of mathematics have the less likely they achieve better and vice-versa.…”

Section: Discussionsupporting

confidence: 93%

Stimulating Content Knowledge Learning of Intermediate Calculus through Active Technology-Based Learning Strategy

Yimer

2020

EURASIA J Math Sci Tech Ed

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The purpose of the study was to explore whether learners' conceptual knowledge (CK) or procedural knowledge (PK) understanding of calculus using the stimulus of active technologybased learning strategy better influence their content knowledge (COK) development. The quantitative methods were used in a quasi-experimental design. CK, PK and COK achievement scores were sources used for data collected from 150 samples. Data analysis employed descriptive statistics conducting an independent samples t-test and a Two-Way ANOVA for repeated measures. The findings reveal that the use of the active learning interventions that heavily borrows and utilizes technology substantially stimulated experimental group (EG) to immensely raise their CK attainment as compared to PK development. The COK understanding was also significantly enhanced as a result of EG learners outperformed on CK. Consequently, the researcher suggests professional development for educators empowering them with such knowledge and skills involved in the active jigsaw cooperative method and GeoGebra learning strategy (JCLGS) that will influence classroom practices. This influence will then translate to learners' interests and positive attitudes towards calculus.

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Section: Discussionsupporting

confidence: 93%

Stimulating Content Knowledge Learning of Intermediate Calculus through Active Technology-Based Learning Strategy

Yimer

2020

EURASIA J Math Sci Tech Ed

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“…The items were constructed based on five criteria as to how students view calculus/mathematics such as normality of mathematics (N), mathematics inquiry (I), adoption of mathematics (A), enjoyment of mathematics lessons (E) and learners' attitude towards calculus in learning it using the JCLGS. Awang and Hamid (2015) verified its validity and reliability in their research study. The validity and reliability of this instrument were also ensured in the context of the pilot study.…”

Section: Instrumentmentioning

confidence: 62%

“…These scales adapted from Test of Science Related Attitudes (TOSRA) and Test of Mathematics Related Attitudes (TOMRA) which is a modification of TOSRA (Fraser 1981;Khine, 2013), developed by a distinguished Professor Barry J. Fraser in Macquarie University, Australia. Awang and Hamid (2015) reported the validity and reliability of this similar instrument.…”

Section: Sample (Pilot and Main Study)mentioning

confidence: 99%

“…Khashan (2014) also supported this same perspective that traditional method of teaching mathematics on rational numbers has largely focused on procedural knowledge almost ignoring the teaching of conceptual knowledge. Awang and Hamid (2015) also indicated as learners have shown a positive attitude towards procedural knowledge aspects of mathematics such as rules and formulas because these notions are most likely be viewed by them that easily grasped through rote learning.…”

Section: Introductionmentioning

confidence: 99%

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Learners’ Conceptual Knowledge Development and Attitudinal Change towards Calculus Using Jigsaw Co-operative Learning Strategy Integrated with GeoGebra

Yimer

Feza

2019

INT ELECT J MATH ED

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This study examined the influence of the jigsaw cooperative learning strategy integrated with GeoGebra (JCLGS), on Ethiopian undergraduate statistics and chemistry learners' conceptual knowledge development and attitudinal change towards calculus. The post-positivism quantitative methods approach employed in a non-equivalent pre-and post-test comparison group quasi-experimental design. The samples had drawn using two-stage random sampling techniques. The sample size was 150 in both the experimental and comparison groups. Data were collected by using the calculus classroom achievement test and the five points Likert-scale attitude questionnaire. Data were analyzed using descriptive analysis, an independent-samples t-test and Two-Way ANOVA for repeated measures using SPSS 23.0. The results showed a statistically significant difference between the two groups of pre-post test scores on the Two-Way ANOVA, F(1,148)=106.913; 2 = .419; p<.01. The finding also implies that the blended learning strategy grounded in Vygotsky's social constructivism cognitive development learning theory had big practical significance on learners' conceptual knowledge development. Learners viewed the JCLGS as enjoyable and interesting. It was also a socially interactive and collaborative environment that allows learners' to be reflective, share prior experience and knowledge and independent learners. It encourages them to have a positive attitude towards calculus and GeoGebra. Because of this finding, mathematics and science educators are advised to model a similar blended learning strategy in a classroom instructional setting. It will benefit their learners to adequately construct conceptual knowledge and positively change their attitude towards mathematics.

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“…Hence, future research should consider revising the existing scales for measuring relational transparency and examining its role in crisis contexts. 44 Note(s): All constructs demonstrated satisfiable convergent validity, as indicated by factor loadings exceeding the recommended threshold of 0.5 (Awang, 2014). All values for the Average Variance Extracted (AVE) exceeded the suggested threshold of 0.5 (Fornell and Larcker,1981) and composite reliability (CR) satisfied the suggested threshold of 0.6 (Cheung et al, 2023) Source(s):…”

Section: Limitations and Future Studiesmentioning

confidence: 98%

When relational transparency backfires: examining the various impacts of authentic leadership on employee trust during the COVID-19 pandemic

Zheng,

Dong,

Zhang

2023

CCIJ

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PurposeThis study examines how the different attributes of authentic leadership influence trust and employee organization fit and how such influences differ by gender and the level of positions during the COVID-19 pandemic.Design/methodology/approachThe study employed a survey to examine US employees' perceptions toward different attributes of authentic leadership during the COVID-19 pandemic.FindingsThe study showed that self-awareness, balanced processing and internalized moral perspective positively relate to trust in the employer, mediated through employee–organization fit. However, relational transparency has a backfiring effect, negatively related to trust through the mediation of employee–organization fit. Additionally, this study highlights the differences in gender and level of positions in reactions to authentic leadership.Originality/valueThis study contributes to the understanding of internal public relations in a turbulent crisis time by proposing a mediated model that explains the effects of authentic leadership on employees' trust through their fit with the organization. Additionally, it identified that gender and position level are important factors moderating such effects.

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Students attitude towards calculus subject: A case-study using structural equation modeling

Cited by 5 publications

References 3 publications

Stimulating Content Knowledge Learning of Intermediate Calculus through Active Technology-Based Learning Strategy

Stimulating Content Knowledge Learning of Intermediate Calculus through Active Technology-Based Learning Strategy

Learners’ Conceptual Knowledge Development and Attitudinal Change towards Calculus Using Jigsaw Co-operative Learning Strategy Integrated with GeoGebra

When relational transparency backfires: examining the various impacts of authentic leadership on employee trust during the COVID-19 pandemic

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