Students’ mathematics achievement in Mindanao context: A meta-analysis

Over the past few years, teaching and learning of statistics have been influenced by the emergence of the reform movement in education such as the K-12 basic education curriculum. Those of statistics concepts have changed both elementary and secondary level. Considering the educational reform in the Philippines, the study was conducted to determine whether there are significant differences of the determinants such as gender, type of school, parent’s educational level, family monthly income, family size and Senior High School track preference to students’ self-efficacy beliefs, attitudes towards Statistics, and performance in Statistics. The causal-comparative research design was used for comparing two or more groups to find the differences or determine whether the independent variable influences the dependent variable. The data were gathered from 570 senior high school students of both public and private schools in Mindanao, Region XI. The study adopted the questionnaires on self-efficacy beliefs and attitude towards Statistics while it utilized a researcher-made questionnaire for performance in Statistics. Multivariate Analysis of Variance (MANOVA) was used to determine whether multiple levels of independent variables on their own or in combination with one another influence the dependent variables. The findings revealed that among the demographic factors, only type of school has a significant difference to the self-efficacy beliefs, attitudes towards Statistics, and performance of senior high students in Statistics. Implications from the findings of this study might suggest that improving of K-12 school facilities by the school public administrators and collaborative effort of teachers to enhance the students’ self-efficacy, attitudes towards statistics and teaching statistics reveals optimistic results. Also, school administrators may provide opportunities for Statistics teachers to hone their pedagogical skills in promoting and building students’ self-confidence and interest in the subject.

Section: Multivariate Test According To Type Of Schoolsupporting

confidence: 92%

Section: Multivariate Analysis On Self-efficacy Beliefs Attitudes and Performancementioning

confidence: 99%

Multivariate analysis on performance in statistics, self-efficacy and attitudes of senior high school students

Retutas

Rubio

2021

“…The findings that the three self-efficacy constructs explain 29.6% of the variance of creative emotions indicate that self-efficacy could be a predictor of emotions, here in creativity. The results add to the research on the contribution of self-efficacy to students' learning (Callaman & Itaas, 2020). Further research on other educational constructs is needed to verify these findings concerning the previous research constructs of self-efficacy in creativity and creative emotions.…”

Section: Discussionmentioning

confidence: 62%

Self-efficacy in creativity and curiosity as predicting creative emotions

Daher

Gierdien

Anabousy

2021

Self-efficacy constructs could predict students’ practices and affect in learning the sciences. Researchers have pointed at such constructs as predictors of students’ mathematics achievement and performance. Self-efficacy was also studied as predictor of emotions in learning mathematics, though little research has done so regarding self-efficacy as predictor of creative emotions. Another predictor of creative emotions could be curiosity. The present study has a regression-based modelling design, where it examined whether a set of constructs of self-efficacy in creativity or/and a set of constructs of curiosity predict significantly creative emotions in mathematical problem solving. Five hundred Grade 8-10 students participated in the study. Data were collected using three self-report questionnaires that measured the research constructs. Data analysis used SPSS 21. Results from multiple regression indicated that the set of constructs of self-efficacy in creativity explained significantly 29.6% of the variance in creative emotions. Moreover, the set of constructs of curiosity explained 17.8% of the variance in creative emotions. Furthermore, three of the five independent variables had best prediction of creative emotions, explaining 32.9% of the variance in creative emotions. The results of the stepwise regression showed that self-efficacy in originality and stretching curiosity were the first two variables in a set of three variables that best explained the variance in creative emotions. The research results lead to the recommendation of developing the previous two constructs in classroom setting to cultivate students’ creative emotions and thus their creative practices.

“…Moreover, it is also one of the key components, which requires the highest level of mathematical knowledge and skills (Bradbury, 2010). However, according to Callaman and Itaas (2020), one of the underlying reasons why students do not like math is the idea that they could not see the usefulness in their daily http://journals.ums.ac.id/index.php/jramathedu lives. This showed that the goal of teaching problem solving failed.…”

Section: Introductionmentioning

confidence: 99%

Rubric as a learning tool in teaching application of derivatives in basic calculus

Auxtero

Callaman

2020

Self Cite

Rubric has been associated with the term assessment used for grading and/or scoring. However, it might observe less, but it is also designed as students ‘learning tool. This study was conducted to provide empirical facts on its effectiveness as a learning tool in teaching Applications of Derivatives in Basic Calculus. It used the quasi-experimental design called the pretest posttest design. The participants were the 96 students from two classes of Grade 11 STEM students at the University of Mindanao. The instruments used were the adapted and improved rubric designed from two different research, a 25-item teacher-made problem-solving test questionnaire that was used in both pretest and posttest to measure the performance of the experimental and control group. The test questionnaire and rubric were both validated by 3 experts in the field with a result of very good, and it has a good internal consistency. The data gathered were summarized, translated, and analyzed using the mean scores of pretest and posttest. Findings showed that both the experimental and control group showed improvement, however, the experimental group who used rubric as a learning tool showed more significant improvement than control group. Thus, using a rubric as a learning tool in teaching Applications of derivatives is effective in improving students’ academic achievement as it teaches students to develop their understanding of procedural knowledge.