Hubungan sikap pembelajaran dengan pencapaian Matematik di IKM

The purpose of the study is to identify the differentiation between learning behaviour in Mathematics (based on interest, motivation and expectation) and the achievement in the subject according to gender among the Institut Kemahiran MARA (IKM) Besut students. Besides, the study also focuses on iden...

Full description

Saved in:

Bibliographic Details
Main Author:	Norzilawati, Yusof
Format:	Thesis
Language:	eng eng
Published:	2009
Subjects:	LB1050.9-1091 Educational psychology
Online Access:	https://etd.uum.edu.my/4803/1/s88878.pdf https://etd.uum.edu.my/4803/2/s88878_abstract.pdf
Tags:	Add Tag No Tags, Be the first to tag this record!

id	my-uum-etd.4803
record_format	uketd_dc
institution	Universiti Utara Malaysia
collection	UUM ETD
language	eng eng
advisor	Veloo, Arsaythamby
topic	LB1050.9-1091 Educational psychology
spellingShingle	LB1050.9-1091 Educational psychology Norzilawati, Yusof Hubungan sikap pembelajaran dengan pencapaian Matematik di IKM
description	The purpose of the study is to identify the differentiation between learning behaviour in Mathematics (based on interest, motivation and expectation) and the achievement in the subject according to gender among the Institut Kemahiran MARA (IKM) Besut students. Besides, the study also focuses on identifying the correlation between students' learning behaviour and their performances in Mathematics. This study involves 236 respondents who are selected randomly among semester two, three and four students of July-December 2009 session which comprised of 198(83.9%) males and 38(16.1%) females. The Mathematics performances are based on the result of the final examination of January-Jun 2009 session. The data was collected through the questionnaire adapted from Arsaythamby (2006) instrument which uses scale four points to gauge behaviour based on interest, motivation and expectation in learning Mathematics. The data were analysed using SPSS version 12.0 which involved frequency, percentage, mean, standard deviation, t-test and Pearson correlation analysis. The findings show that the differentiation does not exist between learning behaviour and Mathematics performances based on gender. The results of the Pearson correlation analysis shows that the significant relationship is exist between students' learning behaviour and their Mathematics performances. The results create awareness to teachers and students that learning behaviour is important in achieving good results. Among steps that can be taken by teachers to generate interest, motivation and expectation among students are by being a likeable teacher, producing interesting lessons and explaining the important of each topic taught. It also helps if the teacher prepares pre-tests to the students before conducting examinations
format	Thesis
qualification_name	masters
qualification_level	Master's degree
author	Norzilawati, Yusof
author_facet	Norzilawati, Yusof
author_sort	Norzilawati, Yusof
title	Hubungan sikap pembelajaran dengan pencapaian Matematik di IKM
title_short	Hubungan sikap pembelajaran dengan pencapaian Matematik di IKM
title_full	Hubungan sikap pembelajaran dengan pencapaian Matematik di IKM
title_fullStr	Hubungan sikap pembelajaran dengan pencapaian Matematik di IKM
title_full_unstemmed	Hubungan sikap pembelajaran dengan pencapaian Matematik di IKM
title_sort	hubungan sikap pembelajaran dengan pencapaian matematik di ikm
granting_institution	Universiti Utara Malaysia
granting_department	College of Arts and Sciences (CAS)
publishDate	2009
url	https://etd.uum.edu.my/4803/1/s88878.pdf https://etd.uum.edu.my/4803/2/s88878_abstract.pdf
_version_	1747827805050109952
spelling	my-uum-etd.48032015-07-30T07:07:50Z Hubungan sikap pembelajaran dengan pencapaian Matematik di IKM 2009 Norzilawati, Yusof Veloo, Arsaythamby College of Arts and Sciences (CAS) Awang Had Salleh Graduate School of Arts and Sciences LB1050.9-1091 Educational psychology The purpose of the study is to identify the differentiation between learning behaviour in Mathematics (based on interest, motivation and expectation) and the achievement in the subject according to gender among the Institut Kemahiran MARA (IKM) Besut students. Besides, the study also focuses on identifying the correlation between students' learning behaviour and their performances in Mathematics. This study involves 236 respondents who are selected randomly among semester two, three and four students of July-December 2009 session which comprised of 198(83.9%) males and 38(16.1%) females. The Mathematics performances are based on the result of the final examination of January-Jun 2009 session. The data was collected through the questionnaire adapted from Arsaythamby (2006) instrument which uses scale four points to gauge behaviour based on interest, motivation and expectation in learning Mathematics. The data were analysed using SPSS version 12.0 which involved frequency, percentage, mean, standard deviation, t-test and Pearson correlation analysis. The findings show that the differentiation does not exist between learning behaviour and Mathematics performances based on gender. The results of the Pearson correlation analysis shows that the significant relationship is exist between students' learning behaviour and their Mathematics performances. The results create awareness to teachers and students that learning behaviour is important in achieving good results. Among steps that can be taken by teachers to generate interest, motivation and expectation among students are by being a likeable teacher, producing interesting lessons and explaining the important of each topic taught. It also helps if the teacher prepares pre-tests to the students before conducting examinations 2009 Thesis https://etd.uum.edu.my/4803/ https://etd.uum.edu.my/4803/1/s88878.pdf text eng validuser https://etd.uum.edu.my/4803/2/s88878_abstract.pdf text eng public http://lintas.uum.edu.my:8080/elmu/index.jsp?module=webopac-l&action=fullDisplayRetriever.jsp&szMaterialNo=0000804159 masters masters Universiti Utara Malaysia Ai, X. (2002). Gender Differences in Growth in Mathematics Achievement: Three-Level Longitudinal and Multilevel Analyses of Individual, Home and School Influences. Mathematical Thinking and Learning, 4(1), 1-22. Arsaythamby, V. (2006). Bias Ujian Aneka Pilihan Matematik KBSM Berdasarkan Perbezaan Individu dan Orientasi Pembelajaran Matematik. Kerja Tesis Doktor Falsafah (Ph.D). Universiti Utara Malaysia. Arsaythamby, V. (2008). Bias Jantina, Bangsa dan Lokasi Sekolah Terhadap Ujian Aneka Pilihan Matematik KBSM. Jurnal Pendidikan GERAK, 20, 1-12. Arsaythamby, V. & Rosna Awang Hashim (2009). Kesahan dan Kebolehpercayaan Alat Ukur Orientasi Pembelajaran Matematik (OPM), International Journal Of Management Studies, 16(1), 57-73. Azizi Haji Yahaya & Hee, W. S. (2006). Student Perception of Effectiveness Teaching Process of Civil Engineering's Teacher at Technic School. Universiti Teknologi Malaysia. Azizi Haji Yahaya, Jamaluddin Ramli & Yusoof Boon. (2000). Sumbangan Sikap Terhadap Pencapaian Pelajar Dalam Mata Pelajaran Matematik: Sejauh manakah Hubungan Ini Relevan?. Universiti Teknologi Malaysia. Balfanz, R., & Byrnes, V. (2006). Closing the Mathematics Achievement Gap in High-Poverty Middle Schools: Enablers and Constraints. Journal of Education for Students Placed at Risk, 11(2), 143-159. Brady, P., & Bowd, A. (2005). Mathematics Anxiety, Prior Experience And Confidence To Teach Mathematics Among Pre-Service Education Students. Teachers and teaching: Theory and Practice, 11(1), 37-46. Chard, D. J., Baker, S. K., Clarke, B., Jungjohann, K., Davis, K., & Smolkowski, K. (2008). Preventing Early Mathematics Difficulties: The Feasibility of Rigorous Kindergarten Mathematics Curriculum. Learning Disability Quarterly, 3, 11-20. Crosnoe, R., Riegle-Crumb, C., Field, S., Frank, K., & Muller, C. (2008). Peer Group Contexts of Girls' and Boys' Academic Experiences. Child Development, 79(1), 139-155. Dana-Picard, T., Kidron, I., Komar, M., & Steiner, J. (2005). Undergraduate Engineering- A Comparative Study of First Year Performance in Single Gender Campuses. European Journal of Engineering Education, 30(4), 469-476. Danielsen, A. G., Samdal, O., Hetland, J., & Wold, B. (2009). School-Related Social Support and Students' Perceived Life Satisfaction. The Journal of Education Research, 102(4), 303-318. Ding, C. S., Song, K., & Richardson, L. (2006). Do mathematical gender differences continue? A longitudinal study of gender difference and excellence in mathematics performance in the U.S. Educational Studies: A Journal of the American Educational Studies Association, 40(3), 279-295. Eccles, J. S., & Wigfield, A. (2002). Motivational Beliefs, Values, and Goals. Annual Review of Psychology, 453, 109-132. Effandi Zakaria, & Zanaton Iksan. (2007). Promoting Cooperative Learning in Science and Mathematics Education: A Malaysian Perspective. Eurasia Journal of Mathematics, Sciences & Technology Education, 3(1), 35-39. Eklof, H. (2007). Test-Taking Motivation and Mathematics Performance in TIMSS 2003. International Journal of Testing, 7(3), 311-326. Frenzel, A. C., & Pekrun, R. (2007). Girls and Mathematics- A "hopeless" Issue? A Control-Value Approach to Gender Differences in Emotions Towards Mathematics. Journal of Instructional Psychology, 35(1), 497-514. Geist, E. A., & King, M. (2008). Different, Not Better: Gender in Mathematics Learning and Achievement. European Journal of Psychology of Education, 22(4), 43-52. Hamula, M. S. (2006). Motivation in Mathematics: Goals Reflected in Emotions. Educational Studies in Mathematics, 63, 165-178. Hooi, N. S (2008). Persepsi Guru Matematik Terhadap Penggunaan Bahan Media Dalam Pengajaran Matematik. Kerja Tesis Sarjana. Universiti Utara Malaysia. Kim, U., & Park, Y. (2006). Indigenous Psychological Analysis of Academic Achievement in Korea: The Influence of Self-efficacy, parents and Culture. International Journal of Psychology, 41(4), 287-292. Klusmann, U., Kunter, M., Trautwein, U., Ludtke, O., & Baumert, J. (2008). Teachers' Occupational Well-Being and Quality of Instruction: The Important Role of Self- Regulatory Patterns. Journal of Educational Psychology, 100(3), 702-714. Krejcie, R. V., & Morgan, D. W. (1970). Determining Sample Size For Research Activities. Educational And Psychological Measurement, 30, 607-610. Kurtz-Costes, B., Rowley, S. J., Harris-Britt, A., & Wood, T. A., (2008). Gender Stereotype About Mathematics and Science and Self-Perceptions of Ability in Late Childhood and Early Adolescence. Merrill-Palmer Quarterly, 54(3), 386-409. Latham, G, P., & Brown, T, C., (2006). The Effect of Learning vs. Outcomes Goals on Self-Efficacy, Satisfaction and Performance in an MBA Program. Applied Psychology: An International Review, 55(4), 606-623. Marsh, H. W., Trautwein, U., Ludtke, O., Koller, O., & Baumert, J. (2005). Academic Self-concept, Interest, Grades, and Standardized Test Scores: Reciprocal Effects Model of Causal Ordering. Child Development, 76(2), 397-416. Metallidou, P., & Vlachou, A. (2007). Motivational Beliefs, Cognitive Engagement, and Achievement in Language and Mathematics in Elementary School Children. International Journal of Psychology, 42(1), 2-15. Muzzati, B., & Agnoli, F. (2007). Gender and Mathematics: Attitudes and Stereotype Threat Susceptibility in Italian Children. Developmental Psychology, 43(3), 747-759. Nagy, G., Trautwein, U., Baumert, J., Koller, O., & Garrett, J. (2006). Gender and Course Selection in Upper Secondary education: Effects of Academic Self-concept and Instrinsic Value. Educational Research and Evaluation, 12(4), 323-345. Noor Azina Ismail. (2009). Understanding the gap in Mathematics Achievement of Malaysian Students. The Journal of Educational Research, 102(5), 389-394. Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., Carlstrom, A. (2004). DO Psychosocial and Study Skill Factors predict College Outcomes? A Meta-analysis. Psychological Bulletin, 130(2), 261-288. Sideridis, G. D. (2005). Attitudes and Motivation of Poor and Good Spellers: Broadening Planned Behavior Theory. Reading & Writing Quarterly, 21(7), 87-103. Tin, T. Y. (2003). Penguasaan Konsep Asas Matematik (Ungkapan Algebra) Mempengaruhi Pencapaian Matematik Pelajar Menengah Atas. Kerja Tesis Sarjana. Universiti Utara Malaysia. Vrugt, A. Oort, F. J., & Waardenburg, L. (2009). Motivation of Men and Women in Mathematics and Language. International Journal of Psychology, 44(5), 351-359. Walker, C. O., & Greene, B. A. (2009). The Relations Between Students Motivational Beliefs and Cognitive Engagement in High School. The Journal of Educational research, 102(6), 463-471. Watt, H. M. (2006). The Role of Motivation in Gendered Educational and Occupational Trajectories Related to Maths. Educational Research and Evaluation, 12(4), 305-322. Wilson, J. H. (2008). Instructor Attitudes Toward Students: Job Satisfaction and Students Outcomes. College Teaching, 56(4), 225-229.

Hubungan sikap pembelajaran dengan pencapaian Matematik di IKM

Similar Items