Interrelationships Between Mathematics Anxiety, Mathematics Beliefs And Mathematics Teaching Efficacy Of Pre-Service Student Teachers
This research investigated the relationships between mathematics anxiety, mathematics beliefs and mathematics teaching efficacy of pre-service student teachers. Differences in mathematics teaching efficacy, mathematics anxiety and mathematics beliefs based on gender were also investigated. In...
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| Format: | Final Year Project Report / IMRAD |
| Language: | en en en |
| Published: |
Universiti Malaysia Sarawak, (UNIMAS)
2009
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| Subjects: | |
| Online Access: | http://ir.unimas.my/id/eprint/50090/1/Irene%20%28dsva%29.pdf http://ir.unimas.my/id/eprint/50090/2/Irene%2024%20pgs.pdf http://ir.unimas.my/id/eprint/50090/3/Irene%20ft.pdf http://ir.unimas.my/id/eprint/50090/ |
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| Summary: | This research investigated the relationships between mathematics anxiety,
mathematics beliefs and mathematics teaching efficacy of pre-service student
teachers. Differences in mathematics teaching efficacy, mathematics anxiety and
mathematics beliefs based on gender were also investigated. In addition,
differences in mathematics teaching efficacy, mathematics anxiety and
mathematics beliefs based on academic performance (CGPA and teaching practice
grade) were investigated. The samples in this study consisted of 108 pre-service
student teachers either from the Mathematics Education Programme or Computer
Science Education Programme in the Faculty of Cognitive Sciences and Human
Development at University of Malaysia Sarawak. Three research instruments were
used to collect data namely Mathematics Anxiety Rating Scale-short version
(MARS-S), Mathematics Teaching Efficacy Beliefs Instruments (MTEBI) and
Domain Specific Beliefs Questionnaire (DSBQ). The research designs were cross�sectional survey with correlational and comparative study. Pearson-product
moment correlations were used to measure relationships between mathematics
anxiety, mathematics teaching efficacy and mathematics beliefs. Independent t�test was used to determine the differences in mathematics teaching efficacy,
mathematics anxiety and mathematics beliefs based on gender. One Way
ANOVA was used to determine the differences in mathematics teaching efficacy,
mathematics anxiety and mathematics beliefs based on academic performance
(CGPA and teaching practice grade). The findings from the present study revealed
significant difference in pre-service student teachers' mathematics anxiety based
on academic performance (CGPA). In addition, significant positive relationships
were found between mathematics anxiety and mathematics teaching efficacy,
mathematics anxiety and mathematics beliefs, and mathematics beliefs and
mathematics teaching efficacy. |
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