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Cluster analysis on Malaysian student's achievement goals orientation in mathematics from multiple goal perspective

This study examined students' achievement goal orientation by applying multiple goals perspective in learning Mathematics. This per-son-centered approach study involved 969 Malaysian upper secondary school students from 20 selected schools. Results of correlational analysis showed that all the...

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Main Authors: Rameli, M. R. M., Kosnin, A. M., Jiar, Y. K., Ashari, Z. M.
Format: Article
Language:English
Published: Science Publishing Corporation Inc 2018
Subjects:
L Education (General)
Online Access:http://eprints.utm.my/id/eprint/79824/1/MohdRustamRameli2018_ClusterAnalysisonMalaysianStudentsAchievement.pdf
http://eprints.utm.my/id/eprint/79824/
http://dx.doi.org/10.14419/ijet.v7i2.10.10967
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spelling my.utm.798242019-01-28T06:56:13Z http://eprints.utm.my/id/eprint/79824/ Cluster analysis on Malaysian student's achievement goals orientation in mathematics from multiple goal perspective Rameli, M. R. M. Kosnin, A. M. Jiar, Y. K. Ashari, Z. M. L Education (General) This study examined students' achievement goal orientation by applying multiple goals perspective in learning Mathematics. This per-son-centered approach study involved 969 Malaysian upper secondary school students from 20 selected schools. Results of correlational analysis showed that all the four goal orientations (mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance) correlated moderately (r=.151-.475) to each other. This suggests that students could adopt more than one goal orientation simultaneously. By means of cluster analysis, the notion of simultaneous adoption of goal orientations is supported from which five distinct clusters were extracted, namely mastery-oriented (mean value is higher for the mastery-approach and mastery-avoidance goal), approach-oriented (mean value is higher for mastery and performance-avoidance goal), avoidance-oriented (mean value is higher for mastery and performance-approach goal), demotivated (low mean value for all types of goals) and success-oriented (high mean value for all types of goals). Success-oriented cluster had the highest frequency of students (f=271, 28.0%) while only 3.6% (f=35) of the students were in the demotivated cluster. This study extends the knowledge of how students adopt multiple goals in Mathematics learning. The results have significant impact on mathematics education context of Malaysia. Science Publishing Corporation Inc 2018 Article PeerReviewed application/pdf en http://eprints.utm.my/id/eprint/79824/1/MohdRustamRameli2018_ClusterAnalysisonMalaysianStudentsAchievement.pdf Rameli, M. R. M. and Kosnin, A. M. and Jiar, Y. K. and Ashari, Z. M. (2018) Cluster analysis on Malaysian student's achievement goals orientation in mathematics from multiple goal perspective. International Journal of Engineering and Technology(UAE), 7 (2). pp. 113-116. ISSN 2227-524X http://dx.doi.org/10.14419/ijet.v7i2.10.10967 DOI:10.14419/ijet.v7i2.10.10967
institution Universiti Teknologi Malaysia
building UTM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Teknologi Malaysia
content_source UTM Institutional Repository
url_provider http://eprints.utm.my/
language English
topic L Education (General)
spellingShingle L Education (General)
Rameli, M. R. M.
Kosnin, A. M.
Jiar, Y. K.
Ashari, Z. M.
Cluster analysis on Malaysian student's achievement goals orientation in mathematics from multiple goal perspective
description This study examined students' achievement goal orientation by applying multiple goals perspective in learning Mathematics. This per-son-centered approach study involved 969 Malaysian upper secondary school students from 20 selected schools. Results of correlational analysis showed that all the four goal orientations (mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance) correlated moderately (r=.151-.475) to each other. This suggests that students could adopt more than one goal orientation simultaneously. By means of cluster analysis, the notion of simultaneous adoption of goal orientations is supported from which five distinct clusters were extracted, namely mastery-oriented (mean value is higher for the mastery-approach and mastery-avoidance goal), approach-oriented (mean value is higher for mastery and performance-avoidance goal), avoidance-oriented (mean value is higher for mastery and performance-approach goal), demotivated (low mean value for all types of goals) and success-oriented (high mean value for all types of goals). Success-oriented cluster had the highest frequency of students (f=271, 28.0%) while only 3.6% (f=35) of the students were in the demotivated cluster. This study extends the knowledge of how students adopt multiple goals in Mathematics learning. The results have significant impact on mathematics education context of Malaysia.
format Article
author Rameli, M. R. M.
Kosnin, A. M.
Jiar, Y. K.
Ashari, Z. M.
author_facet Rameli, M. R. M.
Kosnin, A. M.
Jiar, Y. K.
Ashari, Z. M.
author_sort Rameli, M. R. M.
title Cluster analysis on Malaysian student's achievement goals orientation in mathematics from multiple goal perspective
title_short Cluster analysis on Malaysian student's achievement goals orientation in mathematics from multiple goal perspective
title_full Cluster analysis on Malaysian student's achievement goals orientation in mathematics from multiple goal perspective
title_fullStr Cluster analysis on Malaysian student's achievement goals orientation in mathematics from multiple goal perspective
title_full_unstemmed Cluster analysis on Malaysian student's achievement goals orientation in mathematics from multiple goal perspective
title_sort cluster analysis on malaysian student's achievement goals orientation in mathematics from multiple goal perspective
publisher Science Publishing Corporation Inc
publishDate 2018
url http://eprints.utm.my/id/eprint/79824/1/MohdRustamRameli2018_ClusterAnalysisonMalaysianStudentsAchievement.pdf
http://eprints.utm.my/id/eprint/79824/
http://dx.doi.org/10.14419/ijet.v7i2.10.10967
_version_ 1643658303916474368
score 13.211869

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