Interrelationships between students' anxiety toward mathematics, students' beliefs toward mathematics, mathematics performance and confidence in solving mathematical problems
This research investigated the interrelationships between students' anxiety toward mathematics, students' beliefs toward mathematics, mathematics performance and confidence in solving mathematical problems among Form Four students. One hundred sixty students from four secondary schoo...
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| Main Author: | |
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| Format: | Final Year Project Report / IMRAD |
| Language: | en en |
| Published: |
Universiti Malaysia Sarawak, (UNIMAS)
2009
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| Subjects: | |
| Online Access: | http://ir.unimas.my/id/eprint/48027/1/Christine%2024%20pgs.pdf http://ir.unimas.my/id/eprint/48027/2/Christine%20ft.pdf http://ir.unimas.my/id/eprint/48027/ |
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| Summary: | This research investigated the interrelationships between students' anxiety
toward mathematics, students' beliefs toward mathematics, mathematics
performance and confidence in solving mathematical problems among Form Four
students. One hundred sixty students from four secondary schools were selected
as the samples of this study. Research instruments consisting of rMARS,
Students' Beliefs Toward Mathematics survey form, and some mathematics tests
were used to measure students' anxiety toward mathematics, students' beliefs
toward mathematics, mathematics performance and confidence in solving
mathematical problems respectively. Pearson-product moment correlations were
used to measure the relationship between students' anxiety toward mathematics
and mathematics performance, relationship between students' anxiety toward
mathematics and confidence in solving mathematical problems, relationship
between students' beliefs toward mathematics and mathematics performance,
relationship between students' beliefs toward mathematics and confidence in
solving mathematical problems, and relationship between mathematics
performance and confidence in solving mathematical problems. Independent t�tests and One-Way ANOVA were used to measure the differences in students'
anxiety toward mathematics, students' beliefs toward mathematics, mathematics
performance and confidence in solving mathematical problems based on gender,
race, PMR mathematics grades, students attending mathematics tuition and
assistance in doing mathematics homework respectively. The results showed
negative relationship between students' anxiety toward mathematics and
mathematics performance, negative relationship between students' anxiety toward
mathematics and confidence in solving mathematical problems. There were
however positive relationship between students' beliefs toward mathematics and
mathematics performance, positive relationship between students' beliefs toward
mathematics and confidence in solving mathematical problems, and positive
relationship between mathematics performance and confidence in solving
mathematical problems. No significant differences in students' anxiety toward
mathematics, mathematics performance and confidence in solving mathematical
problems were found based on gender, students attending mathematics tuition,
and assistance in doing mathematics homework. Significant differences were
detected based on race and PMR mathematics grades. The result also showed no
significant differences in students' beliefs toward mathematics based on gender,
race, PMR mathematics grades, students attending mathematics and assistance in
doing mathematics homework |
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