The Development of a Student Survey on Attitudes towards Mathematics Teaching-Learning Processes

Abstract

This study aimed to develop a survey instrument to measure student attitudes towards mathematics teachinglearning processes that is appropriate for the Indonesian context. This study consisted of two phases: Phase 1 (n=320) was a pilot study to assess the suitability of the instrument items for Indonesian students. Phase 2 (n=1001) was conducted to examine the construct validity of the instrument. The data collected from Phase 1 were analysed using descriptive statistics (i.e., frequency counts, simple correlation, and one-way ANOVA for item analysis). Factor analysis was utilised to select items and for scale construction. The result of the screening process (44 items) was piloted to assess its reliability and validity. The instrument, consisting of 22 items, is a reliable and valid rating scale that measures three distinct factors: Teacher Presentation, Mathematics Interest, and Mathematics Value. The data from Phase 2 were analysed by employing confirmatory factor analysis (CFA) and the results confirmed that the three factors identified in the previous factor analysis underlie the student attitudes instrument.

Diagnosing Students’ Learning Difficulties in the Eyes of Indonesian Mathematics Teachers

“…Awareness of the difficulties experienced by students in their learning process is an important first step for teachers to design and manage mathematics lessons (Çiltas & Tatar, 2011;Wijaya, van den Heuvel-Panhuizen, Doorman, & Robitzsch, 2014;Wijaya, 2016;Saleh, Prahmana, Isa, & Murni, 2018). In this respect, analyzing students' learning difficulties is often seen as a crucial step to access students' reasoning (Brodie, 2014;Muttaqin, Putri, & Somakim, 2017;Mutohir, Lowrie, & Patahuddin, 2018). Analyzing students' difficulties can be a preliminary step in the process of improving student performance because it sheds light on key aspects of students' learning process that need to be developed.…”

A systematic review of secondary students’ attitudes towards mathematics and its relations with mathematics achievement

“…Seven articles used multidimensional definitions, which treated mathematics attitudes as consisting of three dimensions: cognitive (the knowledge of mathematics, ideas and beliefs towards mathematics), affective (feelings associate with mathematics) and behavioural (actions towards mathematics) (Etuk et al, 2013;Idil et al, 2016;Koyuncu & Dönmez, 2018;Mutohir et al, 2018;Sanchal & Sharma, 2017;Sengül & Dereli, 2013;Zakariya, 2017). For example, Idil et al (2016, p. 210) proposed that a mathematics attitude is an "emotional reaction to an object, behavior tendency towards an object and beliefs about the object".…”

Adaptation and Validation of Students’ Attitudes Toward Mathematics to Indonesia

“…When the average score is approximately 4 or greater, the students are fully aware and convinced of the importance of mathematics, a point is awarded for each item on this subscale, and the total score is used to determine the importance of mathematics in students' lives. Examples of actual items taken from ATMI are: (1) I am good at math; and (2) Mathematics is interesting (Mutohir et al, 2018).…”

“…The ATMSE developed by (Mutohir et al, 2018;Palacios et al, 2014;Yaşar, 2014) was examined through a 34-item questionnaire. In this questionnaire, students were asked to indicate their agreement with each statement by selecting from the following choices for positive items: 1 = Strongly Disagree, 2 = Disagree, 3 = Neither Agree nor Disagree, 4 = Agree, and 5 = Strongly Agree.…”