The Influence of Students` Perceptions on Mathematics Performance. A Case of a Selected High School in South Africa

Paul, Matthias; Ngirande, Hlanganipai

doi:10.5901/mjss.2014.v5n3p431

Cited by 57 publications

(78 citation statements)

References 34 publications

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“…In general, factors affecting students' quality and achievement in mathematics are internal and external factors (Purwanto, 2006;Dalyono, 2009;Slameto, 2010). Based on internal factors, several studies show that simultaneously interest and motivation affect mathematics achievement (Sukada et al, 2013), and motivation has a positive effect on learning interest (Surifah et al, 2016), and partially, interest is important to improve mathematics learning achievement (Lazarides & Ittel, 2012), interest related to academic achievement (Maurice, Dorfler, & Artelt, 2014), and student learning interest significantly influence learning achievement in mathematics (Schiefele & Csikszentmihalyi, 1995;Heinze, Reiss, & Franziska, 2005;Sembiring & Muktar, 2013;Kpolovie et al, 2014;Mutodi & Ngirande, 2014;Siagian, 2015;Tiara, Putri, & Isnani, 2015;Sirait, 2016), Motivation also significantly affects learning achievement in mathematics (Mbugua, 2012: Guvendir, 2016Basuki, 2015;Cleopatra, 2015;Sumantri & Whardani, 2017). encourage and increase student interest and motivation (Suparlan, 2005;Federici et al, 2016), teachers have an important role to influence students' interest in learning mathematics (Ivowi, 2001), and there is an influence of teacher's role as a motivator on student learning motivation (Sugiasih, 2015) Based on the above explanation, it shows that the teacher as a motivator is instrumental to influence the interest and motivation of students to excel in mathematics.…”

Section: Introductionmentioning

confidence: 99%

The Dominant Factor of Teacher’s Role as A Motivator of Students’ Interest and Motivation in Mathematics Achievement

Tambunan¹

2018

IES

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This study aims to identify the most dominant factor of the teacher's role as a motivator that influences students' interest and motivation to perform in mathematics achievement. It is conducted in eighth grade of senior high school with 209 students, consisted of five state schools and two private schools from seven regencies in North Sumatera. The data collecting technique uses questionnaire about students' interest and motivation toward mathematics and teacher's role as motivator. Numerical data on mathematics achievement of students is obtained from school documents. The result of data with path analysis is obtained by dominant factor of teacher's role as motivator that is factor of delivery of learning goal and learning comfort equal to 6.10%, and 6.00% is influenced by the delivery of learning objectives and variations of learning approaches, 5.17% is influenced by the delivery of learning objectives, 5.06% is due to variations in the learning approach, 4.61% is influenced by learning comfort and variation of learning approach, and 4.26% influenced by pleasant class atmosphere.

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Section: Introductionmentioning

confidence: 99%

The Dominant Factor of Teacher’s Role as A Motivator of Students’ Interest and Motivation in Mathematics Achievement

Tambunan¹

2018

IES

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“…Drawing on prior studies [16,20,38] related to students' mathematics perceptions, and in particular the four sets of beliefs about mathematics suggested by Breiteig et al [8], we have designed a questionnaire to gather and assess students' perceptions of mathematics and their mathematics courses, and to get concrete indicators of their beliefs about the following:…”

Section: Methods and Proceduresmentioning

confidence: 99%

“…Several research studies show that students' perceptions of mathematics and of mathematics teaching have an impact on their academic performance of mathematics [12,38], and a positive attitude and perceptions toward the subject will encourage an individual to learn the subject matter better. In a broader sense, perceptions towards mathematics courses are also important to take into account in order to grasp the cultural differences between all the different institutions, from the point of view of the students of the course, of their teachers and of the engineers themselves.…”

Section: Introductionmentioning

confidence: 99%

Introduction

Pohjolainen¹,

Myllykoski²,

Mercat³

et al. 2018

Modern Mathematics Education for Engineering Curricula in Europe

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This chapter presents motivation, goals, and organisational details of two EU projects: MathGeAr and MetaMath, funded by the EU Tempus programme. The goal was to study and improve mathematics education for STEM specialisations in Russian (MetaMath) and Georgian/Armenian (MathGeAr) universities. The analysis carried out in the beginning of the two projects and described in this book has been followed up by modernisation and piloting phases. Special attention has been paid to the introduction of modern educational technologies, such as the intelligent multifunctional platform Math-Bridge used as an online component of modernised mathematical courses.The first section discusses the importance of mathematics as a part of the engineering sciences and education and global challenges caused by lack of student motivation and relatively high drop-out rates. New learning approaches are needed to increase students’ motivation. These approaches can be supported by using information and communication technology.The second section introduces the two parallel projects MetaMath and MathGeAr, with their goals and organisational details, and their participants from the EU, Russia, Georgia, and Armenia. An essential part of the project is modernisation of selected courses with a special focus on technology-enhanced learning.Students’ perceptions of mathematics have impact on their motivation and performance. In a broader sense they contain cultural differences between nations and institutions. The third section studies engineering mathematics students’ perceptions at all the universities participating in the project by analysing an online survey carried out among the students.

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“…Mutodi & Ngirande 2014;Pather 2012). In order to help pre-service teachers change their negative perceptions and attitudes towards mathematics, it is important that teacher training institutions firstly explore pre-service teachers' perceptions of their prior learning mathematics experiences.…”

Section: Learners and Teachers Of Mathematicsmentioning

confidence: 99%

At-risk student teachers’ attitudes and aspirations as learners and teachers of mathematics

Moodley

Adendorff

Pather

2016

SAJCE

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This study explored foundation phase first year student teachers’ perceptions about mathematics. The focus on their attitudes towards mathematics in two roles – (1) as learners of mathematics, based on their prior experiences at school and (2) as aspirant teachers of mathematics for children in the early grades. Data sources were students’ drawings/collages as well as written interpretations and elaborations of the drawings/collages. The findings indicated that participants had generally negative attitudes towards the learning of mathematics. Factors such as the transition from primary to high school, teacher qualities and mathematics-related anxiety contributed to the shaping of their attitudes. It was encouraging to note that over half the participants expressed positive attitudes in their roles as future teachers, with all expressing the desire to provide better mathematics experiences to their future learners.

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The Influence of Students` Perceptions on Mathematics Performance. A Case of a Selected High School in South Africa

Abstract: This study investigates the influence of students' perceptions on mathematics performance at a selected South

Cited by 57 publications

References 34 publications

The Dominant Factor of Teacher’s Role as A Motivator of Students’ Interest and Motivation in Mathematics Achievement

The Dominant Factor of Teacher’s Role as A Motivator of Students’ Interest and Motivation in Mathematics Achievement

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At-risk student teachers’ attitudes and aspirations as learners and teachers of mathematics

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