This study examined the influence of achievement motivation and basic mathematics knowledge on high school students' mathematics learning outcomes in Kendari, Indonesia. Data was collected from 46 students using instruments measuring achievement motivation, basic math knowledge, and learning outcomes. Descriptive analysis found the average achievement motivation score was 68.46 and average basic math knowledge was 70.54. Inferential analysis using multiple regression found that achievement motivation and basic math knowledge simultaneously and partially had a significant influence on mathematics learning outcomes. The results supported the hypothesis that these two factors impact student performance in math.
Guided discovery learning strategy and senior school students performance in ...Alexander Decker
This document summarizes a study that investigated the effects of guided discovery learning strategy on mathematics performance of senior secondary students in Nigeria. The study found:
1) Students taught using guided discovery learning performed significantly better on a mathematics test than students taught using non-guided methods.
2) Male and female students performed equally well when taught using guided discovery, showing gender had no impact on performance.
3) Higher scoring students benefited most from guided discovery, followed by medium scorers, while lower scorers benefited the least.
The study concluded that guided discovery learning is an effective strategy for improving mathematics performance, though benefits students of different scoring levels unevenly.
Group 4 Power Point Presentation Chapter 1-5.pptxLaikaMaeCasilan
The document discusses a study that aimed to determine the attitudes of Grade 12 STEM students towards their mathematics subject. It provides background on the importance of mathematics and how attitudes can impact learning. The study utilized a survey questionnaire to collect data on students' profiles (age, gender, section) and attitudes towards mathematics. Results found that most respondents were 17-18 years old, female, and neutral in their attitudes. They felt neutral about enjoying math problems, whether math is fun, being afraid of mistakes, and feeling shy without answers. Respondents agreed solving math gives a feeling of success but were neutral on how hard it is. The study provides insight into students' attitudes to help improve mathematics learning.
Effect of division by factors approach on the pupils’Alexander Decker
1) The document describes a study that examined the effect of the division by factors approach on pupils' achievement in dividing whole numbers.
2) The study involved 406 pupils randomly selected from primary schools in Nsukka, Nigeria who were given a test of dividing whole numbers.
3) The results showed that using the division by factors approach, which breaks down the divisor into convenient factors, was effective in enhancing pupils' achievement in dividing whole numbers compared to traditional long division methods.
EFFECT OF MIND MAPS ON STUDENTS’ INTEREST AND ACHIEVEMENT IN MEASURES OF CENT...Gabriel Ken
The purpose of this work was to investigate the effect of Mind Maps on students’ interest and achievement in measures of central tendency. To ascertain the effect of teaching method and gender on the learners’ interest and achievement, four research questions and six null hypotheses guided the study.
THE EFFECT OF POOR PERFORMANCE IN MATHEMATICS TO_054548.pptxKeanMagallon
This document summarizes a research study on the effect of poor performance in mathematics on the academic performance of grade 11 students in Casay National High School. The study aims to determine the relationship between poor math performance and overall academics, identify factors affecting poor math performance, and state whether a significant relationship exists. The conceptual framework outlines the input, process, and expected output. The theoretical framework discusses theories such as constructivism and attribution theory that will guide the study. The literature review covers previous research finding a connection between teaching methods and math performance.
This chapter introduces the importance of mathematics in daily life and careers. It discusses how students often find mathematics boring and difficult to understand. The chapter also presents background information on factors that can influence students' mathematics performance, such as attitudes, engagement, instructional methods, and beliefs about intelligence. The theoretical framework outlines theories about fixed versus growth mindsets. The conceptual framework shows how student-related factors, teacher-related factors, and mathematics performance are related. The statement of the problem indicates the study aims to determine the relationship between these factors and performance for students at a particular university.
Searching for the relationship between secondary schools students' motivation...inventionjournals
This study aims to search students' science learning motivation in relation with some variables (such as having a separate study room at home and a personal computer) and the effect of motivational factors on students' science achievement. In the study, descriptive corelational survey model has been used to examine students' motivation in relation with some variables and to search the relationship between students' science learning motivation and their TEOG exam scores. The sample of the study consisted of 232 8th grade students attending 3 state secondary schools in Kahramanmaraş during 2013-2014 academic year. Students' motivation level has been determined by administering SMTSL. Students' average scores of the TEOG exam have been considered as their science achievement. The findings show that female students’ motivation level is higher than the male students. In addition, it has been observed that female students’ motivation is higher in sub-categories of active learning strategies, science learning value and achievement goal. There is a direct relationship between the students’ motivation and their TEOG scores. This shows that students with higher levels of motivation have higher success in TEOG.
The Effect of Intrinsic Learning Motivation and School Learning Environment o...inventionjournals
This study aimed to analyze the effect of intrinsic learning motivation and school learning environment on economics learning outcome partially and simultaneously. Population and sample of this study was 87 X grade students of accounting at SMK Wijaya Putra Surabaya. Data gathering techniques used were questionnaires and documentations. Analysis method used was multiple linear regressions. The result of the study showed that intrinsic learning motivation and school learning environment partially affected learning outcomes significantly positive. Intrinsic learning motivation and school learning environment simultaneously affected learning outcomes significantly positive.
Guided discovery learning strategy and senior school students performance in ...Alexander Decker
This document summarizes a study that investigated the effects of guided discovery learning strategy on mathematics performance of senior secondary students in Nigeria. The study found:
1) Students taught using guided discovery learning performed significantly better on a mathematics test than students taught using non-guided methods.
2) Male and female students performed equally well when taught using guided discovery, showing gender had no impact on performance.
3) Higher scoring students benefited most from guided discovery, followed by medium scorers, while lower scorers benefited the least.
The study concluded that guided discovery learning is an effective strategy for improving mathematics performance, though benefits students of different scoring levels unevenly.
Group 4 Power Point Presentation Chapter 1-5.pptxLaikaMaeCasilan
The document discusses a study that aimed to determine the attitudes of Grade 12 STEM students towards their mathematics subject. It provides background on the importance of mathematics and how attitudes can impact learning. The study utilized a survey questionnaire to collect data on students' profiles (age, gender, section) and attitudes towards mathematics. Results found that most respondents were 17-18 years old, female, and neutral in their attitudes. They felt neutral about enjoying math problems, whether math is fun, being afraid of mistakes, and feeling shy without answers. Respondents agreed solving math gives a feeling of success but were neutral on how hard it is. The study provides insight into students' attitudes to help improve mathematics learning.
Effect of division by factors approach on the pupils’Alexander Decker
1) The document describes a study that examined the effect of the division by factors approach on pupils' achievement in dividing whole numbers.
2) The study involved 406 pupils randomly selected from primary schools in Nsukka, Nigeria who were given a test of dividing whole numbers.
3) The results showed that using the division by factors approach, which breaks down the divisor into convenient factors, was effective in enhancing pupils' achievement in dividing whole numbers compared to traditional long division methods.
EFFECT OF MIND MAPS ON STUDENTS’ INTEREST AND ACHIEVEMENT IN MEASURES OF CENT...Gabriel Ken
The purpose of this work was to investigate the effect of Mind Maps on students’ interest and achievement in measures of central tendency. To ascertain the effect of teaching method and gender on the learners’ interest and achievement, four research questions and six null hypotheses guided the study.
THE EFFECT OF POOR PERFORMANCE IN MATHEMATICS TO_054548.pptxKeanMagallon
This document summarizes a research study on the effect of poor performance in mathematics on the academic performance of grade 11 students in Casay National High School. The study aims to determine the relationship between poor math performance and overall academics, identify factors affecting poor math performance, and state whether a significant relationship exists. The conceptual framework outlines the input, process, and expected output. The theoretical framework discusses theories such as constructivism and attribution theory that will guide the study. The literature review covers previous research finding a connection between teaching methods and math performance.
This chapter introduces the importance of mathematics in daily life and careers. It discusses how students often find mathematics boring and difficult to understand. The chapter also presents background information on factors that can influence students' mathematics performance, such as attitudes, engagement, instructional methods, and beliefs about intelligence. The theoretical framework outlines theories about fixed versus growth mindsets. The conceptual framework shows how student-related factors, teacher-related factors, and mathematics performance are related. The statement of the problem indicates the study aims to determine the relationship between these factors and performance for students at a particular university.
Searching for the relationship between secondary schools students' motivation...inventionjournals
This study aims to search students' science learning motivation in relation with some variables (such as having a separate study room at home and a personal computer) and the effect of motivational factors on students' science achievement. In the study, descriptive corelational survey model has been used to examine students' motivation in relation with some variables and to search the relationship between students' science learning motivation and their TEOG exam scores. The sample of the study consisted of 232 8th grade students attending 3 state secondary schools in Kahramanmaraş during 2013-2014 academic year. Students' motivation level has been determined by administering SMTSL. Students' average scores of the TEOG exam have been considered as their science achievement. The findings show that female students’ motivation level is higher than the male students. In addition, it has been observed that female students’ motivation is higher in sub-categories of active learning strategies, science learning value and achievement goal. There is a direct relationship between the students’ motivation and their TEOG scores. This shows that students with higher levels of motivation have higher success in TEOG.
The Effect of Intrinsic Learning Motivation and School Learning Environment o...inventionjournals
This study aimed to analyze the effect of intrinsic learning motivation and school learning environment on economics learning outcome partially and simultaneously. Population and sample of this study was 87 X grade students of accounting at SMK Wijaya Putra Surabaya. Data gathering techniques used were questionnaires and documentations. Analysis method used was multiple linear regressions. The result of the study showed that intrinsic learning motivation and school learning environment partially affected learning outcomes significantly positive. Intrinsic learning motivation and school learning environment simultaneously affected learning outcomes significantly positive.
EVALUATE THE AFFECTED FACTORS ON STUDENTS’ MATHEMATICS PERFORMANCE IN RURAL A...ijejournal
Student’s ability in mathematics is an important component regarding with their cognitive achievement. There is a general assumption among educationists that mathematics can develop people’s logical and analytical thinking. G.C.E. ordinary level exam in the Sri Lanka is an important stage to make a clear
picture of student’s mathematical ability in Sri Lanka. Unfortunately, student’s results regarding with mathematics is so week in Sri Lanka. This study aimed to find the affected factors on student’s mathematics performance. This study has done as a case study in Passara educational zone, Sri Lanka. Multiple liner regression analysis used as the estimation technique. This study finalized that tuition class hours, education level of the most helpful person for student’s education at home and student teacher ratio at class room in school make significant effect on student’s mathematics performance. So, it’s clear that to improve the results regarding with mathematics in considering area should improve and provide the educational sources for students.
This document provides background information on factors affecting mathematics performance of students. It discusses how student-related factors like interest and study habits, and teacher-related factors like personality traits, teaching skills, and instructional materials can influence student performance in mathematics. The document reviews related literature on these factors and presents a conceptual framework and research questions to analyze the relationship between the factors and student performance. It aims to determine the extent of different factors and their impact on the mathematics performance of high school students.
Observable effects of developing mathematical skills of students through team...Alexander Decker
This study investigated the effects of using team-based learning versus laboratory learning approaches to teach mathematics to secondary school students in Nigeria. Sixty students were divided into two groups, with one group taught using team-based learning and the other using the laboratory approach. Both groups were then tested on the same topics. The results showed that the students taught using team-based learning performed significantly better with a mean score of 10.88 compared to 7.32 for the laboratory approach group. Therefore, the study recommends the use of team-based learning over the laboratory approach to more effectively teach mathematics.
Observable effects of developing mathematical skills of students through team...Alexander Decker
This study investigated the effects of using team-based learning versus laboratory learning approaches to teach mathematics to students. Sixty students were divided into two groups, with one group taught using team-based learning and the other using the laboratory approach. Both groups were given tests after the instruction. Statistical analysis found a significant difference in performance between the two groups, with the team-based learning group scoring higher. The study concludes team-based learning is more effective for developing students' mathematical skills than the laboratory approach.
Students who study at home certainly affect their self-concept. Their study found that knowledge of distance learning affects the perceived usefulness of this process. This study described self-concept has an influence on learning achievement in mathematics. The type of research used in this study was descriptive quantitative research to determine the relationship between students’ self-concept and learning achievement in mathematics. This research was conducted in class VIII of State Junior High School (SMPN) 1 Palasah, Indonesia with 151 students as respondents. The self-concept data was obtained from a study questionnaire that had previously estimated its validity and reliability. This analysis is used to explain the data in the form of standard deviation, average, and low score. Self-concept is categorized into three categories (high, medium, and low). Self-concept is categorized into two kinds, namely positive self-concept, and negative self-concept. Categorization of self-concept can also be divided into three kinds. A high self-concept is also called a more positive self-concept, a moderate selfconcept is also called a positive self-concept, and a low self-concept is also called a negative self-concept. Therefore, when students have a positive selfconcept, it affects learning achievement positively as students needhaveaves to have a self-concept in learning mathematics.
This document provides a summary of the key factors affecting mathematics performance identified in the related literature. It discusses several factors including student interest, study habits, teacher personality traits, teaching skills, and instructional materials. Effective study habits require practice and perfect practice. Instructional materials and teaching strategies are important determinants of math teaching methods. Students' beliefs about their ability and whether it can be improved also impact performance. A teacher's competence relies on possessing key personality traits and using varied teaching approaches helps student engagement. The literature shows relationships between these factors and mathematics achievement.
This document presents a thesis that examines the correlation between pupils' interest, study habits, and their achievement in mathematics. It begins with an introduction that establishes the importance of mathematics and discusses the Philippines' poor performance in international mathematics assessments. The theoretical framework discusses theories related to mathematics learning and motivation. The study aims to determine the relationship between pupils' interest, study habits, and their mathematics achievement. It will survey grade 4-6 pupils to understand their levels of interest, study habits, and mathematics achievement. The study seeks to provide insights to help improve mathematics performance and education quality.
This document provides background information on factors affecting mathematics performance of high school students. It discusses several key factors from previous studies, including student interest, study habits, teacher personality traits and teaching skills, and instructional materials. The conceptual framework outlines how these input factors may influence student mathematics performance outcomes. The study aims to determine the extent to which student-related factors and teacher-related factors impact mathematics performance of high school students at a particular university.
10Action Research Project ProposalProject TitleYour Name.docxpaynetawnya
10
Action Research Project Proposal
Project Title
Your Name
Date
Points Allocated:
Computer-Based Instruction (CBI) as a Way of Reducing Mathematics Anxiety
INTRODUCTION Comment by shravan uttakalla: this section can be much shorter than this.
Mathematics plays a vital role in people’s daily lives. The citizen of the modern world
could not afford to be ignorant of Mathematics because the world is highly mathematical (Betz as cited by Salazar, 2001). Hence, effective Mathematics instruction has become the absolute necessity in all levels of education. Despite explaining the importance of Mathematics, the students of today still have that negative attitudes toward the subject (Salazar, 2001). Most students think Mathematics is a boring subject, and it is difficult to memorize and understand formulas (Scarpello, 2007). Some students who cannot appreciate the importance of Mathematics even say that learning the four fundamental operations is enough, the use of graphs and formulas have no relevance to their daily living, so there is no need for further knowing the subject (Suinn, 1998).
In an international scene, particularly in America, a study was conducted by Gallup (2005) for determining the most difficult subject for American teenagers, surprisingly, Mathematics topped the list. About 29% named Mathematics generally, 6% specifically mentioned Algebra, and 2% named Geometry. Furthermore, according to the National Research Council, 75% of Americans stop studying Mathematics before they have completed the educational requirements for their career or job. With the basis from the statistics above, it is so unexpected fact that most Americans specifically teenagers find Mathematics difficult, considering that America belongs to the first class countries, a highly mathematical society because of its advanced technology. In the Philippines, a High School Readiness Test was administered to all Grade 6 graduates in public elementary schools in May, 2004 showed very low scores in Mathematics test. In the National Secondary Achievement Test (NSAT) given in year 2010, students got correct answers to less than 50% of the questions in Mathematics. Based on the Trends International Mathematics and Science Survey (TIMSS), the Philippines was evaluated for the 8th Gradient in 1999. It was reported that out of the 34 participating nations, the Philippines was third from the bottom of the participating countries. The Philippines got 345 points as compared to Singapore having 604 points for Mathematics. The two lower countries were Morocco (337) and South Africa (275). Thus, we can infer that many Filipino students are having difficulties in subject Mathematics.
In Tagum City, particularly at Tagum City National High school (TCNHS) a percentage of 19.63% of the students who took National Achievement Test (NAT) 2004 in Mathematics passed. Six years later, a percentage of 21.43% of the students who took NAT (2010) in the same subject passed. From the statis ...
Metacognitive Strategies: Instructional Approaches in Teaching and Learning o...IJAEMSJORNAL
The purpose of the study is to determine the effectiveness of the metacognitive strategies as instructional approaches in teaching and learning of Basic Calculus. A number of 48 students consisting of 24 boys and 24 girls were purposively sampled in this study. Pretest-posttest quasi experimental research design was used which applied t-test and descriptive statistics. Both groups were subject to two instruments that were comprised of problem-solving test (pretest and posttest) and observation guide. Experimental group was taught Basic Calculus using metacognitive strategies while the control group was taught Basic Calculus using traditional teaching strategies. Both groups were subject to a pretest. Class observation was done while the two teaching strategies were applied. In the end, the posttest was administered to both groups to identify the effectiveness of the two teaching strategies. The data gathered were treated using paired sample t-test and independent sample t-test. The results of the study showed that the experimental group had significantly higher posttest scores as compared to control group which proved that metacognitive teaching strategies were more effective in improving the performance and problem-solving skills of the students than the traditional teaching strategies. It was also observed that students who taught using metacognitive strategies helped the students to be extremely engaged in Basic Calculus lessons cognitively, behaviorally, and affectively. The study reveals that the significant increase of the students’ learning engagement in Basic Calculus lessons led the students to a corresponding increase in their posttest scores.
ST (Spatial Temporal) Math®: Impact on student progressMarianne McFadden
An action research studying how two middle schools implement the ST Math® program and the level of effectiveness with regard to standardized test results, overall confidence,and academic achievement.
This study aims to investigate whether student anxiety about the subject of mathematics has any effect on the achievement of middle-school students in Amman, Jordan. It also aims to investigate whether student gender plays a role. The study sample consists of 180 seventh grade students enrolled in Amman public schools during the 2018/2019 academic year. These are distributed into three levels of anxiety as displayed by the students: low, middle, and high. Then, math anxiety measurements are collected, the validity and reliability for which are verified. The results reveal that there are statistically-significant differences in achievement between the middle level of math anxiety and the two other extremes. It is found that middle anxiety level have a positive effect on achievement, whereas for low and high math anxiety levels, no differences in achievement are perceived. In addition, no statistically significant differences (α≤0.01) were found between males and females with regards to math anxiety; and there is no interaction between the level of math anxiety and gender in achievement.
The document provides background information on factors that affect students' mathematics performance. It discusses how positive attitudes and understanding the real-world applications of math can improve performance. The conceptual framework outlines how student-related factors like interest and study habits, and teacher-related factors like personality, teaching skills, and instructional materials influence mathematics performance. The study aims to determine the extent of these factors and their relationship to performance among high school students.
Effects of Teachers Teaching Strategies and the Academic Performance at Grad...Brandon King Albito
This document describes a study that examines the relationship between teachers' teaching strategies and the academic performance of Grade 12 students at Magdalena Integrated National High School. The study will survey 30 Grade 12 students about their perceptions of how teaching strategies like visual aids, multimedia, competencies, and assessment affect their academic performance. The researcher will use a questionnaire to collect data and will analyze it using measures like mean, standard deviation, and Pearson correlation to determine if there is a significant relationship between teaching strategies and academic performance.
A Study on Interest in Mathematics Interest and its Relation to Academic Achi...ijtsrd
In our match towards scientific and technological advancement, we need nothing short of good performance in mathematics at all levels of schooling. In an effort to achieve this, this study investigated the impact of motivation on students' school academic achievement in mathematics in secondary schools using motivation measuring instrument and achievement test in mathematics. Six hypotheses were tested for significant at 0.05 margin of error using t test and analysis of variance ANOVA Results showed that gender difference and Parents Income were significant when impact of motivation on academic achievement was compared in male and female students. Also other result indicates significant difference when extent of motivation was taken as variable of interest on academic achievement in mathematics based on the degree of their motivation. Implications, suggestions and recommendations on students, parents, government, counsellors, educational stakeholders, etc were discussed. Ms. S. Kalpana | Ms. V. A. Malathi ""A Study on Interest in Mathematics Interest and its Relation to Academic Achievement in Mathematics Among Higher Secondary Students"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-4 , June 2019, URL: https://www.ijtsrd.com/papers/ijtsrd25113.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/25113/a-study-on-interest-in-mathematics-interest-and-its-relation-to-academic-achievement-in-mathematics-among-higher-secondary-students/ms-s-kalpana
The Faculty Perceptions of Statistics (FPS) scale was administered to 747 faculty participants from seven universities to measure attitudes toward statistics. A hierarchical cluster analysis identified seven clusters within the 33 Likert scale items: Comfort, General Teaching, Expectations, Statistical Literacy, Scholarship, Effective Teaching, and Benefits. Cronbach's alpha values for the clusters ranged from 0.58 to 0.92, indicating acceptable internal reliability. Demographic data including discipline, experience, and statistical training were also collected and compared across clusters.
INFLUENCE OF NON-INTELLECTIVE FACTORS ON STUDENTS’ ACADEMIC PERFORMANCE IN M...RayRudolfPastrana1
This study determined the influence of non-intelligence factors on the academic performance of the students in public secondary schools in Bustos, Bulacan during the fourth quarter of School Year 2021-2022.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
More Related Content
Similar to Influence Achievement Motivation and Knowledge Base.pdf
EVALUATE THE AFFECTED FACTORS ON STUDENTS’ MATHEMATICS PERFORMANCE IN RURAL A...ijejournal
Student’s ability in mathematics is an important component regarding with their cognitive achievement. There is a general assumption among educationists that mathematics can develop people’s logical and analytical thinking. G.C.E. ordinary level exam in the Sri Lanka is an important stage to make a clear
picture of student’s mathematical ability in Sri Lanka. Unfortunately, student’s results regarding with mathematics is so week in Sri Lanka. This study aimed to find the affected factors on student’s mathematics performance. This study has done as a case study in Passara educational zone, Sri Lanka. Multiple liner regression analysis used as the estimation technique. This study finalized that tuition class hours, education level of the most helpful person for student’s education at home and student teacher ratio at class room in school make significant effect on student’s mathematics performance. So, it’s clear that to improve the results regarding with mathematics in considering area should improve and provide the educational sources for students.
This document provides background information on factors affecting mathematics performance of students. It discusses how student-related factors like interest and study habits, and teacher-related factors like personality traits, teaching skills, and instructional materials can influence student performance in mathematics. The document reviews related literature on these factors and presents a conceptual framework and research questions to analyze the relationship between the factors and student performance. It aims to determine the extent of different factors and their impact on the mathematics performance of high school students.
Observable effects of developing mathematical skills of students through team...Alexander Decker
This study investigated the effects of using team-based learning versus laboratory learning approaches to teach mathematics to secondary school students in Nigeria. Sixty students were divided into two groups, with one group taught using team-based learning and the other using the laboratory approach. Both groups were then tested on the same topics. The results showed that the students taught using team-based learning performed significantly better with a mean score of 10.88 compared to 7.32 for the laboratory approach group. Therefore, the study recommends the use of team-based learning over the laboratory approach to more effectively teach mathematics.
Observable effects of developing mathematical skills of students through team...Alexander Decker
This study investigated the effects of using team-based learning versus laboratory learning approaches to teach mathematics to students. Sixty students were divided into two groups, with one group taught using team-based learning and the other using the laboratory approach. Both groups were given tests after the instruction. Statistical analysis found a significant difference in performance between the two groups, with the team-based learning group scoring higher. The study concludes team-based learning is more effective for developing students' mathematical skills than the laboratory approach.
Students who study at home certainly affect their self-concept. Their study found that knowledge of distance learning affects the perceived usefulness of this process. This study described self-concept has an influence on learning achievement in mathematics. The type of research used in this study was descriptive quantitative research to determine the relationship between students’ self-concept and learning achievement in mathematics. This research was conducted in class VIII of State Junior High School (SMPN) 1 Palasah, Indonesia with 151 students as respondents. The self-concept data was obtained from a study questionnaire that had previously estimated its validity and reliability. This analysis is used to explain the data in the form of standard deviation, average, and low score. Self-concept is categorized into three categories (high, medium, and low). Self-concept is categorized into two kinds, namely positive self-concept, and negative self-concept. Categorization of self-concept can also be divided into three kinds. A high self-concept is also called a more positive self-concept, a moderate selfconcept is also called a positive self-concept, and a low self-concept is also called a negative self-concept. Therefore, when students have a positive selfconcept, it affects learning achievement positively as students needhaveaves to have a self-concept in learning mathematics.
This document provides a summary of the key factors affecting mathematics performance identified in the related literature. It discusses several factors including student interest, study habits, teacher personality traits, teaching skills, and instructional materials. Effective study habits require practice and perfect practice. Instructional materials and teaching strategies are important determinants of math teaching methods. Students' beliefs about their ability and whether it can be improved also impact performance. A teacher's competence relies on possessing key personality traits and using varied teaching approaches helps student engagement. The literature shows relationships between these factors and mathematics achievement.
This document presents a thesis that examines the correlation between pupils' interest, study habits, and their achievement in mathematics. It begins with an introduction that establishes the importance of mathematics and discusses the Philippines' poor performance in international mathematics assessments. The theoretical framework discusses theories related to mathematics learning and motivation. The study aims to determine the relationship between pupils' interest, study habits, and their mathematics achievement. It will survey grade 4-6 pupils to understand their levels of interest, study habits, and mathematics achievement. The study seeks to provide insights to help improve mathematics performance and education quality.
This document provides background information on factors affecting mathematics performance of high school students. It discusses several key factors from previous studies, including student interest, study habits, teacher personality traits and teaching skills, and instructional materials. The conceptual framework outlines how these input factors may influence student mathematics performance outcomes. The study aims to determine the extent to which student-related factors and teacher-related factors impact mathematics performance of high school students at a particular university.
10Action Research Project ProposalProject TitleYour Name.docxpaynetawnya
10
Action Research Project Proposal
Project Title
Your Name
Date
Points Allocated:
Computer-Based Instruction (CBI) as a Way of Reducing Mathematics Anxiety
INTRODUCTION Comment by shravan uttakalla: this section can be much shorter than this.
Mathematics plays a vital role in people’s daily lives. The citizen of the modern world
could not afford to be ignorant of Mathematics because the world is highly mathematical (Betz as cited by Salazar, 2001). Hence, effective Mathematics instruction has become the absolute necessity in all levels of education. Despite explaining the importance of Mathematics, the students of today still have that negative attitudes toward the subject (Salazar, 2001). Most students think Mathematics is a boring subject, and it is difficult to memorize and understand formulas (Scarpello, 2007). Some students who cannot appreciate the importance of Mathematics even say that learning the four fundamental operations is enough, the use of graphs and formulas have no relevance to their daily living, so there is no need for further knowing the subject (Suinn, 1998).
In an international scene, particularly in America, a study was conducted by Gallup (2005) for determining the most difficult subject for American teenagers, surprisingly, Mathematics topped the list. About 29% named Mathematics generally, 6% specifically mentioned Algebra, and 2% named Geometry. Furthermore, according to the National Research Council, 75% of Americans stop studying Mathematics before they have completed the educational requirements for their career or job. With the basis from the statistics above, it is so unexpected fact that most Americans specifically teenagers find Mathematics difficult, considering that America belongs to the first class countries, a highly mathematical society because of its advanced technology. In the Philippines, a High School Readiness Test was administered to all Grade 6 graduates in public elementary schools in May, 2004 showed very low scores in Mathematics test. In the National Secondary Achievement Test (NSAT) given in year 2010, students got correct answers to less than 50% of the questions in Mathematics. Based on the Trends International Mathematics and Science Survey (TIMSS), the Philippines was evaluated for the 8th Gradient in 1999. It was reported that out of the 34 participating nations, the Philippines was third from the bottom of the participating countries. The Philippines got 345 points as compared to Singapore having 604 points for Mathematics. The two lower countries were Morocco (337) and South Africa (275). Thus, we can infer that many Filipino students are having difficulties in subject Mathematics.
In Tagum City, particularly at Tagum City National High school (TCNHS) a percentage of 19.63% of the students who took National Achievement Test (NAT) 2004 in Mathematics passed. Six years later, a percentage of 21.43% of the students who took NAT (2010) in the same subject passed. From the statis ...
Metacognitive Strategies: Instructional Approaches in Teaching and Learning o...IJAEMSJORNAL
The purpose of the study is to determine the effectiveness of the metacognitive strategies as instructional approaches in teaching and learning of Basic Calculus. A number of 48 students consisting of 24 boys and 24 girls were purposively sampled in this study. Pretest-posttest quasi experimental research design was used which applied t-test and descriptive statistics. Both groups were subject to two instruments that were comprised of problem-solving test (pretest and posttest) and observation guide. Experimental group was taught Basic Calculus using metacognitive strategies while the control group was taught Basic Calculus using traditional teaching strategies. Both groups were subject to a pretest. Class observation was done while the two teaching strategies were applied. In the end, the posttest was administered to both groups to identify the effectiveness of the two teaching strategies. The data gathered were treated using paired sample t-test and independent sample t-test. The results of the study showed that the experimental group had significantly higher posttest scores as compared to control group which proved that metacognitive teaching strategies were more effective in improving the performance and problem-solving skills of the students than the traditional teaching strategies. It was also observed that students who taught using metacognitive strategies helped the students to be extremely engaged in Basic Calculus lessons cognitively, behaviorally, and affectively. The study reveals that the significant increase of the students’ learning engagement in Basic Calculus lessons led the students to a corresponding increase in their posttest scores.
ST (Spatial Temporal) Math®: Impact on student progressMarianne McFadden
An action research studying how two middle schools implement the ST Math® program and the level of effectiveness with regard to standardized test results, overall confidence,and academic achievement.
This study aims to investigate whether student anxiety about the subject of mathematics has any effect on the achievement of middle-school students in Amman, Jordan. It also aims to investigate whether student gender plays a role. The study sample consists of 180 seventh grade students enrolled in Amman public schools during the 2018/2019 academic year. These are distributed into three levels of anxiety as displayed by the students: low, middle, and high. Then, math anxiety measurements are collected, the validity and reliability for which are verified. The results reveal that there are statistically-significant differences in achievement between the middle level of math anxiety and the two other extremes. It is found that middle anxiety level have a positive effect on achievement, whereas for low and high math anxiety levels, no differences in achievement are perceived. In addition, no statistically significant differences (α≤0.01) were found between males and females with regards to math anxiety; and there is no interaction between the level of math anxiety and gender in achievement.
The document provides background information on factors that affect students' mathematics performance. It discusses how positive attitudes and understanding the real-world applications of math can improve performance. The conceptual framework outlines how student-related factors like interest and study habits, and teacher-related factors like personality, teaching skills, and instructional materials influence mathematics performance. The study aims to determine the extent of these factors and their relationship to performance among high school students.
Effects of Teachers Teaching Strategies and the Academic Performance at Grad...Brandon King Albito
This document describes a study that examines the relationship between teachers' teaching strategies and the academic performance of Grade 12 students at Magdalena Integrated National High School. The study will survey 30 Grade 12 students about their perceptions of how teaching strategies like visual aids, multimedia, competencies, and assessment affect their academic performance. The researcher will use a questionnaire to collect data and will analyze it using measures like mean, standard deviation, and Pearson correlation to determine if there is a significant relationship between teaching strategies and academic performance.
A Study on Interest in Mathematics Interest and its Relation to Academic Achi...ijtsrd
In our match towards scientific and technological advancement, we need nothing short of good performance in mathematics at all levels of schooling. In an effort to achieve this, this study investigated the impact of motivation on students' school academic achievement in mathematics in secondary schools using motivation measuring instrument and achievement test in mathematics. Six hypotheses were tested for significant at 0.05 margin of error using t test and analysis of variance ANOVA Results showed that gender difference and Parents Income were significant when impact of motivation on academic achievement was compared in male and female students. Also other result indicates significant difference when extent of motivation was taken as variable of interest on academic achievement in mathematics based on the degree of their motivation. Implications, suggestions and recommendations on students, parents, government, counsellors, educational stakeholders, etc were discussed. Ms. S. Kalpana | Ms. V. A. Malathi ""A Study on Interest in Mathematics Interest and its Relation to Academic Achievement in Mathematics Among Higher Secondary Students"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-4 , June 2019, URL: https://www.ijtsrd.com/papers/ijtsrd25113.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/25113/a-study-on-interest-in-mathematics-interest-and-its-relation-to-academic-achievement-in-mathematics-among-higher-secondary-students/ms-s-kalpana
The Faculty Perceptions of Statistics (FPS) scale was administered to 747 faculty participants from seven universities to measure attitudes toward statistics. A hierarchical cluster analysis identified seven clusters within the 33 Likert scale items: Comfort, General Teaching, Expectations, Statistical Literacy, Scholarship, Effective Teaching, and Benefits. Cronbach's alpha values for the clusters ranged from 0.58 to 0.92, indicating acceptable internal reliability. Demographic data including discipline, experience, and statistical training were also collected and compared across clusters.
INFLUENCE OF NON-INTELLECTIVE FACTORS ON STUDENTS’ ACADEMIC PERFORMANCE IN M...RayRudolfPastrana1
This study determined the influence of non-intelligence factors on the academic performance of the students in public secondary schools in Bustos, Bulacan during the fourth quarter of School Year 2021-2022.
Similar to Influence Achievement Motivation and Knowledge Base.pdf (20)
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Influence Achievement Motivation and Knowledge Base.pdf
1. International Journal of Education and Research Vol. 4 No. 6 June 2016
263
Influence Achievement Motivation and Knowledge Base
Against the High School Mathematics Learning Outcomes
Latif Sahidin and Arbain
(Lecturer in Mathematics Education and Alumni in Mathematics Education
Teachers Training and Educational Faculty, Halu Oleo University)
Abstract: This descriptive study using two independent variables, namely: achievement motivation
and a basic knowledge of mathematics and one dependent variable mathematics learning outcomes.
Analysis of each variable preceded by a linear scatter diagram to determine whether each
independent variable on the dependent variable. The results of scatter diagrams each independent
variable on the dependent variable provides two models used, each quadratic towards mathematics
learning outcomes. The results of the empirical analysis concludes that the data support the
hypothesis, namely achievement motivation and a basic knowledge of mathematics simultaneously
and partially have a significant influence on mathematics learning outcomes.
Keywords: Achievement Motivation and Basic Mathematics Knowledge, Learning Outcomes
1. PRELIMINARY
Mathematics education is one branch of science is an integral part of national education is no less
important than the other sciences. Now the math has been progressing very rapidly and very
beneficial for sustainable development, both in education and in other areas, which is one part of the
national development in an effort to educating the nation, improving human resources quality to be
able to face the globalization era filled with various changes toward improving the quality of
education overall.
In order to improve the quality of education, government and society organizes educational system
effective, efficient and adapted to the development of Science and Technology (Science and
Technology) implemented in various levels of education, both formal and informal. Education
formally manifested in formal schools housed by the government. The education system is fully
implemented in formal classes led by a teacher as a partner of student learning. Partners learned that
formed in different subjects, one of which is being studied mathematics courses ranging from
elementary through high school, and the role is very important in view of mathematics is used as a
tool in solving problems encountered in other fields of science.
Thus mathematics is closely associated with other science, so it cannot be separated. Therefore,
students are required to master the subject matter of mathematics systematically and thoroughly.
But in the pursuit of learning outcomes that satisfy many of the factors that cause it. According to
Shah (2003: 132), the factors that affect learning outcomes can be classified into two. First, internal
factors which include physical factors (factors of health and disability), psychological factors
(achievement motivation, interest, including basic knowledge of mathematics). Second, external
factors which include family factors, school and community. Both of these factors, both internal and
external to contribute in achieving the learning objectives so that the optimal learning difficulties
can be resolved.
Motivation is a requirement to learn, therefore, motivation plays an important role in learning
because it encourages people to do an activity to learn that there is a change of behavior to achieve
the objectives in the form of high learning outcomes. One of the most important motivation theories
2. ISSN: 2411-5681 www.ijern.com
264
in psychology is the drive to achieve, namely the tendency to achieve success or objectives, and
activities that lead to success, it will be followed by an increase in the learning outcomes of a person
(Djiwandono, 1996: 133).
Djaali (2008: 110) argues that achievement motivation is one of the factors that will determine the
success in learning. The size of the effect depends on the intensity. Differences in intensity of
achievement motivation (need to Achieve) is shown in various stages of accomplishments achieved
by various individuals. The influence of achievement motivation on learning outcomes, depending
on the conditions in the environment and the individual conditions.
As a follow-up of student learning outcomes, in addition influenced by achievement motivation, is
also influenced by the students' knowledge of basic mathematics. A basic knowledge of
mathematics is a prerequisite that must first be mastered before a student studying mathematics
matter further. The knowledge base is able to give you a hint of success or failure of students to
master advanced sustainable material starts from the problem of partial towards global problems.
On this basis kehirarkian mathematics is indispensable and makes a basic knowledge of
mathematics be the deciding factor in the ability of students to explore the matter further.
Hudojo (2003: 69), suggests that learning math is a high mental activity. Studying the concept B
which was based on a concept first one needs to understand the concept A, without understanding
the concept A, a person will have difficulty in understanding the concept of B. This means learning
mathematics should be gradual and sequential and based on the experience of the past. Ruseffendi
(1993: 25), states that learning mathematics for a student is a continuous process so that the
necessary understanding or knowledge of basic math better in the beginning to learn next. It means
to understand a new mathematical concepts necessary prerequisite knowledge is often called a basic
knowledge of mathematics.
Once the importance of basic knowledge of mathematics so as to measure the outcomes of learning
mathematics is also very crucial. Empirically that students who have good mathematical learning
outcomes must have a good achievement motivation as well as a basic knowledge of mathematics is
good too. Both these factors both achievement motivation and a basic knowledge of mathematics
can contribute to the efforts to achieve optimal learning mathematics. This means that students who
have a good achievement motivation, a good basic knowledge of mathematics is the main indicator
to measure the results of learning mathematics.
Based on preliminary observations of researchers on SMA Kartika VII-2 Kendari through
interviews with teachers of mathematics courses locals that the motivation of students grade XI in
the first semester of the 2010/2011 academic year studying mathematics in general is relatively low.
This can be seen in terms of performing tasks, if there are no consequences in gathering tasks
should then only a small fraction of students who do the work. That situation became bad habits on
students in learning. In the teaching and learning process tends to increase student motivation when
they are asked to do a task that they could, but it would be the opposite occurred when a given task
is difficult. The difficulty arises because the lack of mastery of basic knowledge of mathematics as a
prerequisite for further study material, so it adversely affects the students' mathematics learning
outcomes.
2. METHODS
The population in this study were all students of class XI SMA Kartika VII-2 Kendari 2010/2011
evenly distributed in 3 parallel classes namely class XI XI IPA3 IPA1 up with the number of
students 182 people. The sample in this study was 25% of the population, which is where the
sampling is done by proportional random sampling technique. The variables in this study consisted
3. International Journal of Education and Research Vol. 4 No. 6 June 2016
265
of: (i) the independent variable, namely achievement motivation (X1) and a basic knowledge of
mathematics (X2); and (ii) the dependent variable, which is the result of learning mathematics (Y)
Data collection techniques in this study using a set of instruments: (a) instruments student learning
outcomes in mathematics; (B) instruments student achievement motivation towards mathematics
courses; and (c) a basic knowledge of instruments matematica. Analysis of the data in this study
using SPSS version 15.0 statistical analysis which consisted of descriptive and inferential statistical
analysis. Descriptive statistics is required to describe the characteristics of the distribution of scores
of each variable (achievement motivation, basic knowledge of mathematics, mathematics learning
outcomes), which is a mean, median, mode, standard deviation and percentage. Inferential analysis
necessary to test hypotheses formulated or regression analysis.
Hypothesis testing is done by using a ready-made program SPSS version 15.0, through multiple
regression analysis to test the hypothesis of the existence of significant influence achievement
motivation and a basic knowledge of mathematics together on learning outcomes in mathematics.
3. RESULTS
Based on research data on the distribution of 30 item questionnaire data is achievement motivation
on 46 students into the sample as shown in Table 3 below, obtained the minimum value = 50,
maximum value = 90, the value of the average (mean) = 68.46, the middle value (median) = 70, and
standard deviation (SD) = 9.84. Descriptive value variable data achievement motivation of students
to a math lesson when grouped in the category Sudijono, values obtained with very high category as
much as 2 students or 4:35%, high category as many as 15 students or 32.61%, the categories were
as many as 16 students or 34.78%, the low category as much as 9% of students or 19:57, and the
very low category as many as four students or by 8.70%.
table 3
N Minimum Maximum Mean Std. Dev. Variance
X1 46 51.00 90.00 68.4565 9.83578 96.743
X2 46 50.00 92.00 70.5435 11.79210 139.054
Y 46 51.00 96.00 72.9130 9.75437 95.148
Valid N
(listwise)
46
Descriptive analysis of research data on the distribution of 16 item instrument basic knowledge of
mathematics at 46 students into the sample as shown in Table 3 above, the value of the minimum =
50, maximum value = 92, the value of the average (mean) = 70.54, a middle value (median) = 72,
and standard deviation (SD) = 11.79.
Descriptive analysis of research data on the distribution of 16 item instrument learning outcomes
mathematics at 46 students into the sample as shown in Table 3 above, the value of the minimum =
51, maximum value = 96, the value of the average (mean) = 72.91, a middle value (median) = 74,
and standard deviation (SD) = 9.75. Descriptive value variable data result of learning mathematics
when grouped into categorization Arikunto, gained as much as 8 students or by 17:39% in both
categories at all, as many as 29 students or as much as 63.04% in both categories, as many as six
students or by 13:04% by category enough, as much as 3 students or by 6:52% with less category
and as many as 0 students or equal to 0% with the category failed.
4. ISSN: 2411-5681 www.ijern.com
266
The regression analysis between the independent variables of achievement motivation (X1) and
squares (X12), a basic knowledge of mathematics (X2) and squares (X22) to variable mathematics
learning outcomes (Y) as follows.
First Analysis 1 with design models: X1 X2 X12 X22, to test the hypothesis of the influence of all
independent variables together on the dependent variable (Y). All independent variables are also
followed by achievement motivation and a basic knowledge of mathematics is not significant.
While squares factors have positive influence and no significant effect on the dependent variable
(Y), shown in the following table.
table 2
Achievement Motivation Results of Analysis of Variance (X1) and Knowledge
Basic Mathematics (X2) Together against the Learning Outcomes
Mathematics (Y) using Method backword
Model
Sum of
Squares Df
Mean
Square F Sig.
1 Regression 3306.848 4 826.712 34.771 .000(a)
Residual 974.804 41 23.776
Total 4281.652 45
2 Regression 3305.914 3 1101.971 47.434 .000(b)
Residual 975.739 42 23.232
Total 4281.652 45
3 Regression 3305.649 2 1652.824 72.819 .000(c)
Residual 976.003 43 22.698
Total 4281.652 45
table 3
Achievement Motivation Regression Analysis (X1) and Knowledge
Basic Mathematics (X2) Partial against Mathematics Learning Outcomes (Y)
using Method backword
Model
Unstandardized
Coefficients
Standardized
Coefficients t Sig.
B Std. Error Beta
1 (Constant) 41.192 30.731 1.340 .187
X1 .252 1.273 .255 .198 .844
X12
.003 .009 .384 .302 .764
X2 -.218 1.015 -.264 -.215 .831
X22
.003 .007 .549 .452 .654
2 (Constant) 44.814 24.427 1.835 .074
X12
.005 .001 .634 5.453 .000
X2 -.076 .709 -.092 -.107 .916
X22
.002 .005 .382 .442 .661
3 (Constant) 42.223 2.642 15.981 .000
X12
.005 .001 .635 5.521 .000
X22
.002 .001 .290 2.525 .015
a Dependent Variable: Y
Source: Primary Data Processed With SPSS Ver.15.0
5. International Journal of Education and Research Vol. 4 No. 6 June 2016
267
Based on Table 3 (1) Variable X2 have a negative impact and no significant effect on the result of
learning mathematics, while the variable X1, X12, X22 has a positive impact and no significant
effect on learning outcomes, there is statistically the model must be modified. By using backward
models that do not match the modified data. Modifications done in two stages: (i) issued a major
variables of achievement motivation (X1), (ii) issued a major variable basic knowledge of
mathematics (X2), and retains its square X12 and X22 in each modification.
Second: Modification Model
First by Design X2 X12 X22 and X12 X22 Second by Design.
The analysis of the first modification (model 2) as in Table 3 (2) above shows that the basic
knowledge of mathematical variables and no significant negative effect on the dependent variable Y
which is sufficient reason not to use this second model as the model used.
Results of analysis used was a modification of the second (model 3) obtained the results as shown in
Table 3 (3) above. Multiples of achievement motivation (X12) and multiples of variable basic
knowledge of mathematics (X22) has a positive and significant impact on learning outcomes of
mathematics (Y). So the third model to be applied to the next test hypotheses. Testing the
hypothesis-1 with a statement that reads: achievement motivation and a basic knowledge of
mathematics simultaneously have a significant influence on mathematics learning outcomes. The
necessary statistical hypotheses related to testing the hypothesis is H0: H1 opponent: not H0. Based
on the analysis of variance as shown in Table 2 (3) above by using the F-test statistic in which the
value of Fh = 72 819> = 3,215 with Sig.F value = 0.000 <= 0:05. Thus H0 is rejected. This means
that the achievement motivation and a basic knowledge of mathematics together have a significant
effect on the results of students' mathematics learning.
To test the significance of regression coefficients is done by using the t test are shown in Table 5 (3)
above, with the formulation of the statistics as follows:
H0: regression coefficient does not mean, as opposed to H1: regression coefficient means.
Based on the results of the calculations in Table 5 (3), regression equation. This means that the
results of students 'mathematics learning can be estimated when the score achievement motivation
and the score variable basic knowledge of mathematics is known is that any increase in the variable
score achievement motivation and score a basic knowledge of mathematics one unit will be
followed by the increase in the variable results of students' mathematics learning by 0005 units on
score quadratic achievement motivation and 0,002 units over the score squared variable basic
knowledge of mathematics at a price of 42 223 constant. Furthermore, tcount for constant
coefficient is 15 981 with the Sig. = 0.000 and the regression coefficient tcount for X12 is 5,521
with the Sig. = 0.000 and the regression coefficient tcount for X22 is 2,525 with the Sig. = 0.015.
When compared with = 0:05 to both the value of Sig., The Sig. Smaller than . This shows that the
constants and coefficients of the regression coefficient means. The magnitude of the effect of
achievement motivation and a basic knowledge of mathematics on mathematics learning outcomes
can be known from the magnitude of the simultaneous determination coefficient (R2) is 0772. Thus,
the influence of achievement motivation and a basic knowledge of mathematics to the learning
outcomes of mathematics is 77.2%
Testing the hypothesis-2 with a statement that reads: achievement motivation and a basic
knowledge of mathematics have a significant influence on the results of students' mathematics
learning. To test the hypothesis using statistical hypothesis as follows: H0: H1 opponent: not H0.
Based on the analysis in Table 6 below shows that Fh = 124 095> F = 4.06 or the Sig. = 0000 <=
0:05. Thus H0 is rejected. This means that the achievement motivation (X12) has a significant
influence on mathematics learning outcome variable (Y).
6. ISSN: 2411-5681 www.ijern.com
268
To test the significance of regression coefficients is done by using the t test, with statistical formula
as follows:
H0: regression coefficient does not mean, as opposed to H1: regression coefficient means.
table 7
Testing Results Regression Coefficients between Variables X12 Against Y
Coefficients (a)
Model
Unstandardized
Coefficients
Standardized
Coefficients
t Sig.
B Std. Error Beta
1 (Constant) 43.221 2.767 15.619 .000
X12
.006 .001 .859 11.140 .000
a Dependent Variable: Y
Based on the results of the calculations in Table 7 above regression equation = 43 221 + 0006 X12.
This means that the results of students' mathematics learning can be estimated when the score
student achievement motivation in mind that every one unit increase in variable X12 will be
followed by the increase in variable Y sebsar 0006 units at a price of 43 221 constant. Furthermore,
tcount for constant coefficient is 15 619 with the Sig. = 0.000 and tcount for the regression
coefficient is 11,140 with the Sig. = 0.000. When compared with the second value of Sig., The Sig.
Smaller than . This shows that the constants and coefficients of the regression coefficient means.
The magnitude of the effect of achievement motivation on mathematics learning outcomes can be
known from the magnitude of the partial determination coefficient (r2) is 0.738. Thus, the influence
of achievement motivation on learning outcomes math is 73.8%.
4. DISCUSSION
Influence Achievement Motivation and Basic Knowledge of Mathematics on Mathematics Learning
Outcomes
Based on regression analysis menunujukan that achievement motivation (X1), motivation squared
berpretasi (X12), a basic knowledge of mathematics (X2) and squared basic knowledge of
mathematics (X22) together have an influence on mathematics learning outcomes (Y). However, it
should be noted that the variable basic knowledge of mathematics students have a negative impact,
while the achievement motivation, achievement motivation and squares squared basic knowledge of
mathematics have positive influence and insignificant that it is very possible either by the substance
or basis of statistics. Therefore, the model is expected to be modified. Modifications done two
stages, namely: (i) maintaining a variable basic knowledge of mathematics, achievement motivation
and squares squared basic knowledge of mathematics as independent variables. The results of the
analysis is based on the hypothesis testing shows that a basic knowledge of mathematics have a
negative impact, while the motivation berpretasi squared and squared basic knowledge of
mathematics have a positive effect; (Ii) eliminate the achievement motivation and basic knowledge
of mathematics, in that it maintains squared squared achievement motivation and basic knowledge
of mathematics as independent variables. The results of the analysis is based on the hypothesis
testing showed that the square of achievement motivation (X12) and squared basic knowledge of
mathematics (X22) together have a positive effect.
In conclusion model that proved a match is the second modification of the model is a model with a
design X12 X22, so this model will be applied to the next test hypotheses.
7. International Journal of Education and Research Vol. 4 No. 6 June 2016
269
Based on the results of the regression analysis of data squared squared achievement motivation and
basic knowledge of mathematics together with the data of students' mathematics learning regression
equation. After testing the significance and linearity of regression is a conclusion bring the
regression equation can be used to predict the score results if the students' mathematics learning
achievement motivation score and score a basic knowledge of mathematics together known.
Referring to the estimated regression function can be seen that the constant value of 42 223 is the
prediction scores of students' mathematics learning outcomes without supported by scores of
achievement motivation and a basic knowledge of mathematics together. While the direction of the
regression coefficient of 0.005 X12 and X22 regression coefficient direction of 0002 showed a
positive relationship both motivation and achievement of the basic knowledge of mathematics. This
means that the results of students 'mathematics learning (Y) can be estimated when the score
achievement motivation and score a basic knowledge of mathematics known that any increase in the
variable score achievement motivation and score a basic knowledge of mathematics one unit will be
followed by the increase in variable score results of students' mathematics learning by 0005 units on
0002 achievement motivation scores and top-scoring unit basic knowledge of mathematics together.
Secasra simultaneous with the coefficient of determination (R2) of 0772, or by 77.2%. This means
that 77.2% change in results is explained by the students' mathematics learning achievement
motivation and a basic knowledge of mathematics together and the remaining 22.8% is influenced
by other factors not examined in this study. It can be said that achievement motivation and
knowledge of basic mathematics high is one of the conditions for obtaining high mathematics
learning outcomes. Therefore, to obtain encouraging results of mathematics learning, the expected
motivation in the form of stimulus to the students to study hard pushed to take precedence. When
the learning process performed by the teacher to be well received by the students will give
motivation to students to always study hard by repeating the material that has been received from
the teachers that will make the results of the students' mathematics learning will increase.
5. CONCLUSIONS AND RECOMMENDATIONS
5.1 Conclusion
First: The results of the analysis of the design X1 X2 X12 X22 (model 1) indicates X2 have a
negative impact and no significant effect on learning outcomes, there is statistically the model must
be modified.
Second: The first modification to the design X2 X12 X22 (model 2) shows that the variable basic
knowledge of mathematics (X2) and no significant negative effect on the dependent variable (Y) so
that enough of a reason not to use this second model as the model used.
Third: The results of the analysis used was a modification of the second (model 3) obtained by the
square of achievement motivation (X12) and squared basic knowledge of mathematics (X22) has a
positive and significant impact on learning outcomes of mathematics (Y).
Fourth: Achievement motivation and a basic knowledge of mathematics together have an influence
on the results of students' mathematics learning shown by the regression equation, the coefficient of
determination (R2) of 77.2%. This shows that the achievement motivation and a basic knowledge of
mathematics to contribute positively or good support in an effort to improve students' mathematics
learning outcomes.
5.2 Suggestion
Based on the discussion and conclusion of the study, the authors suggest:
First: By seeing their influence student achievement motivation on the results of students'
mathematics learning, the students of class XI IPA SMA Kartika VII-2 Kendari expected to
8. ISSN: 2411-5681 www.ijern.com
270
increase motivation underachievement and teachers as educators to be able to present the subject
matter that create an atmosphere stimulus is always fun students to receive course material, so that
students are always eager to learn and in turn the result of students' mathematics learning can be
improved.
Second: By looking at the influence of basic knowledge of mathematics students' learning outcomes
math class XI IPA SMA Kartika VII-2 Kendari, is expected to teachers who teach math, so really
feel confident that the material taught has been understood by the students before going to matter
next.
BIBLIOGRAPHY
Djaali, 2008. Educational Psychology. Jakarta: Earth Literacy.
Djiwandono, Sri Esti. 1996. Educational Psychology. Jakarta: Dirjendikti
Hudojo, H. 2003. Development of Curriculum and Learning Mathematics. Surabaya: National
Business.
Russefendi, E. T. 1993. Mathematics Education 3. Jakarta: Open University.
Simbolon, Hotman. 2009. Statistics. Yogyakarta: Graha Science.
Shah, Muhibbin. 2003. Educational Psychology with a New Approach. Bandung: Youth
Rosdakarya.