Gold Open Access
Math anxiety, learning engagement and perceived usefulness of technology as predictors to mathematics performance of students
),
(1) Instructor, Davao de Oro State College, Compostela, 8109, Philippines
Corresponding Author
AbstractThe focus of this research was to verify if there was a link among anxiety toward mathematics, learning engagement, and their perception of technology's usefulness in mathematics. This ex-post research looked into the relationship and predictive degree of students' math anxiety, learning engagement, and perceived usefulness of technology to their mathematics achievement. Students' math anxiety and perceived usefulness of technology were found to be high in the study, whereas student engagement was found to be low and level of students' performance in mathematics was also high. Both math anxiety and students' perceptions of the utility of technology in learning have a significant impact on students' mathematics performance, but not on their engagement. The findings showed the importance of a high level of anxiety in improving student math performance. Additionally, math anxiety and the perceived usefulness of technology were discovered to be predictors of student mathematics performance. The findings suggest that anxiety, engagement, and perceptions of technology's usefulness should all be considered when improving students' general mathematics performance.
KeywordsMath Anxiety; Engagement; Perceived Usefulness of Technology; Math Performance; Philippines;
|
Article DOIDOI: https://doi.org/10.33122/ijtmer.v5i1.104 |
|
Article Metrics Abstract views : 4517
PDF views : 1764
|
Article PagesPages: 12-18 |
Full Text:PDF |
References
Abubakar, A.M. (2017). Students' engagement in relationship to academic performance. Journal of Education and Social Sciences, Vol. 8, Issue 1.
Al-Momani, M., Pilli, O., & Fanaeian, Y. (2014). Investigating the students’ attitude toward the use of e-learning in Girne american university. International Journal of Business and Social Science. 5. 169-175. Retrieved from shorturl.at/jwzN5 on March 6, 2021.
Alrajeh, T., & Shindel, B. (2020). Student engagement and math teachers support. Journal on Mathematics Education. 11. 167-180. http://doi.org/10.22342/jme.11.2.10282.167-180
Awaludin, I.S., Ab Razak, R., Azliana Aridi, N. & Selamat, Z. (2015). Causes of low mathematics achievements in a private university. J. Comput. Sci. Comput. Math., 21–26.
Ayadi, F. (2018). The effect of anxiety on performance of students in mathematics. https://doi.org/10.13140/RG.2.2.29649.38249
Chaman, M., & Beswick, K., & Callingham, R. (2014). Factors Influencing Mathematics Achievement among Secondary School Students. https://doi.org/10.1007/978-94-6209-512-0_19
Daher, W. (2020). Students' positioning and emotions in learning geometric definition. Journal on Mathematics Education, 11(1), 111-134. https://doi.org/10.22342/jme.11.1.9057.111-134
Davis, F. D. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
Delfino, A. (2019). Student engagement and academic performance of students of partido state university. Asian Journal of University Education. 15. 42-55. https://doi.org/10.24191/ajue.v15i3.05
Dempsey, P. & Huberi, T. (2020). Using standards-based grading to reduce mathematics anxiety: A review of literature. Retrieved from https://files.eric.ed.gov/fulltext/ED605522.pdf
Dowker, A., Sarkar, A., & Looi, C. Y. (2016). Mathematics anxiety: What have we learned in 60 years?. Frontiers in psychology, 7, 508. https://doi.org/10.3389/fpsyg.2016.00508
Flores, Imelda. (2020). Self-Efficacy and Mathematics Performance of Students’ in the New Normal in Education. World Journal of Educational Research. 8. p69. https://doi.org/10.22158/wjer.v8n1p69
Getahun, D. A., Adamu, G., Andargie, A., & Mebrat, J. D. (2016). Predicting mathematics performance from anxiety, enjoyment, value, and self-efficacy beliefs towards mathematics among engineering majors. Bahir Dar j educ, 16(1). https://www.researchgate.net/publication/309703947
Granić, A., & Marangunić, N. (2019). Technology acceptance model in educational context: A systematic literature review. British Journal of Educational Technology. 50. https://doi.org/10.1111/bjet.12864
Hartono, F.P., Umamah, N., & Sumarno, R.P.N.P. (2019). The level of student engagement based on gender and grade on history subject of senior high school students in Jember Regency. shorturl.at/lozY9
Hendy, H. M., Schorschinsky, N., & Wade, B. (2014). Measurement of math beliefs and their associations with math behaviors in college students. Psychological Assessment, 26(4), 1225. https://doi.org/10.1037/a0037688
Katoua, T., AL-Lozi, M., & Alrowwad, A. (2016). A review of literature on e-learning systems in higher education. International Journal of Business Management and Economic Research. 7. 754-762.
Keržič D, Tomaževič N, Aristovnik A, Umek L. (2019). Exploring critical factors of the perceived usefulness of blended learning for higher education students. 14(11): https://doi.org/10.1371/journal.pone.0223767
Knight, M., & Cooper, R. (2019). Taking on a new grading system: The interconnected effects of standards-based grading on teaching, learning, assessment, and student behavior. NASSP Bulletin, 103(1), 65-92. https://doi.org/10.1177/0192636519826709
Lim, E. (2015). The influence of pre-university students’ mathematics test anxiety and numerical anxiety on mathematics achievement. International Education Studies. 8. 162. https://doi.org/10.5539/ies.v8n11p162
May, Diana K. (2009). Mathematics self-efficacy and anxiety. getd.libs.uga.edu on March 6, 2021.
Moreno-Guerrero, A., & Aznar-Díaz, I., Cáceres- Reche, M. P. & García, S. (2020). E-Learning in the teaching of Mathematics: An Educational Experience in Adult High School. Mathematics. 8. 840. https://doi.org/10.3390/math8050840
Mullis, I. V. S., Martin, M. O., Foy, P., & Hooper, M. (2016). TIMSS 2015 international results in mathematics. https://timssandpirls.bc.edu/timss2015/international-results/
Ngabiyanto, Nurkhin, A., Widiyanto, Saputro, I., & Kholid, Al. (2021). Teacher’s intention to use online learning; an extended technology acceptance model (TAM) investigation. Journal of Physics: Conference Series. 1783. 012123. https://doi.org/10.1088/1742-6596/1783/1/012123
OECD. (2016). PISA 2015 results in focus. https://www.oecd.org/pisa/pisa-2015-results-in-focus.pdf
Olango, M. (2016). Mathematics anxiety factors as predictors of mathematics self-efficacy and achievement among freshmen science and engineering students. African Educational Research Journal, 4, 109-123.
O'Leary, K., Fitzpatrick, CL, & Hallett D. (2017). Math anxiety is related to some, but not all, experiences with math. Front. Psychol. 8:2067. https://doi.org/10.3389/fpsyg.2017.02067
Phan, H. P. (2012). Relations between informational sources, self-efficacy and academic achievement: A developmental approach. Educational Psychology, 32(1), 81-105. https://doi.org/10.1080/01443410.2011.625612
Pollio, M., & Hochbein, C. (2015). The association between standards-based grading and standardized test scores in a high school reform model. Teachers College Record, 117(11), 1-28. shorturl.at/wDVX4
Rosly, S., Japeri, R., & Abdullah (2017). A case study of self-efficacy and anxiety in mathematics among students at UiTM Pulau Pinang. International Academic Research Journal of Social Science 3(1). 109-114. https://www.iarjournal.com/wp-content/uploads/IARJSS2017_1_109-114.pdf
Rotgans, J.I., Schmidt, H.G. (2011). Cognitive engagement in the problem-based learning classroom. Adv in Health Sci Educ 16, 465–479. https://doi.org/10.1007/s10459-011-9272-9
Rozgonjuk, D., Kraav, T., & Mikkor, K. (2020). Mathematics anxiety among STEM and social sciences students: the roles of mathematics self-efficacy, and deep and surface approach to learning. IJ STEM Ed 7, 46 (2020). https://doi.org/10.1186/s40594-020-00246-z
Seisser, V. (2017). Student engagement: an application of the theory of planned behavior. Huskie Commons. https://commons.lib.niu.edu/handle/10843/21159
Skovsmose, O. (2015). (Ethno)mathematics as discourse. Bolema Boletim de Educação Matemática. 29. 18-37. https://doi.org/10.1590/1980-4415v29n51a02
Stubblefield, L. (2006). Mathematics anxiety among GED recipients in four-year institutions. Journal of mathematics science and mathematics education, 19-22. Retrieved from https://www.msme.us/2006-2-2.pdf
Sunawan, S., Dwistia, H., Kurniawan, K., Hartati, S., & Sofyan, A. (2017). Classroom engagement and mathematics achievement of senior and junior high school students. https://doi.org/10.2991/ictte-17.2017.26
Syed Wahid, SN., & Yusof, Y., & Razak, M. (2014). Math Anxiety among Students in Higher Education Level. Procedia - Social and Behavioral Sciences. 123. 232-237. https://doi.org/10.1016/j.sbspro.2014.01.1419
Tariq, V. N., & Durrani, N. (2012). Factors influencing undergraduates’ self-evaluation of numerical competence. International Journal of Mathematical Education in Science & Technology, 43(3), 337-356.
Wang, Z., Bergin, B. & Bergin, D. (2014). Measuring engagement in fourth to twelfth grade classrooms: The Classroom engagement inventory. School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association. 29. 517-535. https://doi.org/10.1037/spq0000050
Yi He, Q.C. & Sakawrat, K. (2018). Perceived ease of use and usefulness as efficacy, Cogent Business & Management, 5:1, https://doi.org/10.1080/23311975.2018.1459006
Zhang, J., Zhao, N., & Kong, Q. (2019). The Relationship Between Math Anxiety and Math Performance: A Meta-Analytic Investigation. Frontiers in Psychology. 10. https://doi.org/10.3389/fpsyg.2019.01613
Zolochevskaya, E., Zubanova, S., & Fedorova, N. & Sivakova, Y. (2021). Education policy: the impact of e-learning on academic performance. E3S Web of Conferences. 244. 11024. https://doi.org/10.1051/e3sconf/202124411024
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 Eugine Bahian Dodongan
International Journal of Trends in Mathematics Education Research (IJTMER)
ISSN 2621-8488 (Online)
Published by the SAINTIS Publishing
Homepage: http://ijtmer.saintispub.com
Editor E-mail: ijtmer@saintispub.com; ijtmer@gmail.com
Editorial Office Address:
