KEBIMBANGAN MATEMATIK DAN PENCAPAIAN MATEMATIK TAMBAHAN <br>[MATHEMATICS ANXIETY AND ADDITIONAL MATHEMATICS PERFORMANCE]
Abstract
This paper aims to provide insights into the learners’ Mathematics anxiety level, gender differences in the anxiety level, and the relationship between Mathematics anxiety and Additional Mathematics achievement. Random systematic sampling method was used to recruit 69 form four students in Malaysia who took Additional Mathematics Course as the respondents for this study. This study employed correlational method and it used questionnaire as the instrument for data collection. More specifically, Mathematics self-efficacy and anxiety questionnaire (MSEAQ) was used in this study. Mathematics anxiety level was measured using descriptive statistics and t-test was used to compute the mean differences between male and female students’ Mathematics anxiety level. The relationship between Mathematics anxiety and Additional Mathematics achievement was determined by applying Pearson correlational test. The findings reveal that most respondents perceived themselves to have moderate Mathematics anxiety level. Besides, the male students had higher Mathematics anxiety level compared to female students. This study also shows that there was a positive relationship between Mathematics anxiety and Additional Mathematics performance. It is hoped that the findings revealed by this study are useful for policymakers in designing their intervention plans.
Keywords: Mathematics anxiety, Additional Mathematics, affective variable, gender, Malaysia
Cite as: Yahya, S.Z & Amir, R. (2018). Kebimbangan Matematik dan pencapaian Matematik Tambahan [Mathematics anxiety and Additional Mathematics performance]. Journal of Nusantara Studies, 3(2), 124-133. http://dx.doi.org/10.24200/jonus.vol3iss2pp124-133
ABSTRAK
Tujuan kajian ini dijalankan adalah untuk mengkaji tahap kebimbangan Matematik pelajar, mengkaji perbezaan tahap kebimbangan Matematik terhadap jantina serta mengkaji hubungan antara pemboleh ubah kebimbangan Matematik dengan tahap pencapaian Matematik Tambahan pelajar. Kaedah persampelan rawak sistematik telah digunakan untuk mendapatkan 69 orang pelajar tingkatan empat yang mengambil mata pelajaran Matematik Tambahan sebagai responden kajian. Kajian ini menggunakan kaedah tinjauan korelasi yang menggunakan soal-selidik sebagai instrument untuk mengumpul maklumat yang dikehendaki. Instrument yang digunakan dalam kajian ini adalah soal selidik efikasi kendiri dan kebimbangan Matematik (Mathematics self-efficacy and anxiety questionnaire) yang diambil daripada May (2009). Data yang diperoleh telah dianalisis menggunakan perisian statistik SPSS menggunakan analisis diskriptif untuk melihat tahap kebimbangan Matematik pelajar, dan ujian-t membandingkan min kebimbangan Matematik pelajar lelaki dan pelajar perempuan. Manakala analisis Korelasi Pearson telah digunakan untuk melihat hubungan antara kebimbangaan Matematik dengan pencapaian Matematik Tambahan pelajar. Dapatan kajian menunjukkan kebanyakan pelajar mempunyai tahap kebimbangan matematik yang sederhana. Tahap kebimbangan Matematik dalam kalangan pelajar lelaki didapati lebih tinggi dari tahap kebimbangan Matematik pelajar perempuan. Selain itu, terdapat hubungan positif terhadap pencapaian Matematik dengan pencapaian Matematik Tambahan pelajar yang terlibat. Kajian ini diharapkan dapat membantu penggubal polisi dalam merangka pelan tindakan untuk meningkatkan penguasaan Matematik di kalangan pelajar.
Kata kunci: Kebimbangan Matematik, Matematik Tambahan, pemboleh ubah afektif, Jantina, Malaysia
References
Ahmad Zanzali, N. A. (2011). Improving the quality of the Mathematics education: The Malaysian experience. In International Seminar and the Fourth National Conference on Mathematics Education 2011, July 21-23 (pp. 978-979). Department of Mathematics Education, Yogyakarta State University, Yogyakarta.
Ary, D., Jacobs, C. L., Irvine, K. S. C., & Walker, D. (2010). Introduction to Research in Education. Wadsworth: Cengage Learning.
Azar, F. S. & Mahmoudi, L. (2014). Relationship between Mathematics, self-efficacy and students’ performance in statistics: The meditational role of attitude toward Mathematics and Mathematics anxiety. Journal of Educational Sciences & Psychology, 4(1), 32-42.
Beilock, S. L. & Maloney, E. A. (2015). Math anxiety: A factor in Math achievement not to be ignored. Policy Insights from the Behavioral and Brain Sciences, 2(1), 4-12.
Beilock, S. L. & Willingham, D. T. (2014). Math anxiety: Can teachers help students reduce it? American Educator, 38(2), 28-33.
Chaman, M. & Callingham, R. (2013). Relationship between Mathematics anxiety and attitude towards Mathematics among Indian students. Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia, MERGA, 36th, Melbourne, Victoria, Australia (pp. 138-145). Mathematics Education Research Group of Australasia.
Chang, H. & Beilock, S. L. (2016). The Math anxiety-Math performance link and its relation to individual and environmental factors: A review of current behavioral and psychophysiological research. Current Opinion in Behavioral Sciences, 10(1), 33-38.
Cheema, J. R. & Galluzzo, G. (2013). Analyzing the gender gap in Math achievement: Evidence from a large-scale US sample. Research in Education, 90(1), 98-112.
Chowdhury, S. R. (2014). A study on Mathematics anxiety among the 9th and 10th grade secondary school students of Tinsukia district in Assam, India. The Clarion International Multidisciplinary Journal, 3(1), 51-60.
Çiftçi, Ş. K. (2015). Effects of secondary school student’ perceptions of Mathematics education quality on Mathematics anxiety and achievement. Educational Sciences: Theory & Practice, 15(6), 1487-1502.
Kalaycıoğlu, D. B. (2015). The influence of socioeconomic status, self-efficacy, and anxiety on Mathematics achievement in England, Greece, Hong Kong, the Netherlands, Turkey, and the USA. Educational Sciences: Theory & Practice, 15(5), 1391-1401.
Luo, W., Hogan, D., Tan, L. S., Kaur, B., Ng, P. T., & Chan, M. (2014). Self-construal and students’ Math self-concept, anxiety and achievement: An examination of achievement goals as mediators. Asian Journal of Social Psychology, 17(3), 184-195.
Maloney, E. A., Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2015). Intergenerational effects of parents’ Math anxiety on children’s Math achievement and anxiety. Psychological Science, 26(9), 1480-1488.
May, D. K. (2009). Mathematics self-efficacy and anxiety questionnaire. (Unpublished doctoral dissertation). University of Georgia, Athens, Georgia.
Mazalan, M. F. (2012). Faktor yang berkaitan dengan pencapaian Matematik pelajar melayu Sekolah Menengah Agama Daerah Pontian. (Tesis sarjana tak diterbitkan). Fakulti Pendidikan, Universiti Teknologi Malaysia.
Md Desa, A., Ab Saad, S., Zakaria, S. A., & Zakaria, M. H. (2016). Exploring Mathematics anxiety among first year business students: UniMAP experience. Retrieved from https://aip.scitation.org/doi/pdf/10.1063/1.4965189?class=pdf
Mohd Nordin, N. A., Md Tahir, H., Kamis, N. H., & Khairul Azmi, N. N. (2013). Students’ perception and relationship between confidence and anxiety in teaching and learning Mathematics: A case study in Sekolah Kebangsaan Bukit Kuda, Klang. AIP Conference Proceedings, 1522(1), 396-399.
Mohd Yazid, N., Abdul Azziz, N. H., Zakaria, S. A., & Md Desa, A. (2016). Anxiety level on Mathematics among Engineering Technology undergraduates in UniMAP. Retrieved from https://aip.scitation.org/doi/pdf/10.1063/1.4965194?class=pdf
Monge, I. C. D., González, J. E., & Castro, J. F. (2017). Mathematics anxiety in college students in Costa Rica and their relatonship with academic achievement and socio-demographic Variables. Propósitos y Representaciones, 5(1), 275-324.
National Council of Teachers of Mathematics. (2000). Principles and standards for school Mathematics. Virginia: The National Council of Teachers of Mathematics.
OECD. (2013). Mathematics self-beliefs and participation in Mathematics-related activities. Ready to Learn: Students’ Engagement, Drive and Self-Beliefs, 3(4), 79-104.
Passolunghi, M. C., Caviola, S., De Agostini, R., Perin, C., & Mammarella, I. C. (2016). Mathematics anxiety, working memory, and Mathematics performance in secondary-school children. Frontiers in Psychology, 7(42), 1-8.
Phang, F. A., Abu, M. S., Ali, M. B., & Salleh, S. (2014). Faktor penyumbang kepada kemerosotan penyertaan pelajar dalam aliran sains: satu analisis sorotan tesis. Sains Humanika, 2(4), 63-71.
Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2013). Math anxiety, working memory, and Math achievement in early elementary school. Journal of Cognition and Development, 14(2), 187-202.
Rachman, S. (2013). Anxiety (3rd ed.). London: Routledge.
Sekaran, U. (1992). Research methods for business: A skill-building approach (2nd ed.). New York: J. Wiley.
Soleymanpoor, J., Esfandiari, G. S. T., Ali, M. L., & Shaghayegh, T. (2017). Compare the different levels of Math anxiety among high school students in city schools branch. Palma Journal, 16(3), 66-69.
Srivastava, R., Imam, A., & Singh, G. P. (2016). Mathematics anxiety among secondary school students in relation to gender and parental education. International Journal of Applied Research, 2(1), 787-790.
Veloo, A., Md Ali, R., & Krishnasamy, H. N. (2014). Affective determinants of additional Mathematics achievement in Malaysian technical secondary schools. Procedia - Social and Behavioral Sciences, 112(1), 613-620.
Veloo, A. & Muhammad, S. (2011). Hubungan sikap, kebimbangan dan tabiat pembelajaran dengan pencapaian Matematik Tambahan (The relationship between attitude, anxiety and habit of learning with Additional Mathematics achievement). Asia Pacific Journal of Educators and Education, 26(1), 15-32.
Wang, Z., Lukowski, S. L., Hart, S. A., Lyons, I. M., Thompson, L. A., Kovas, Y., … Petrill, S. A. (2015). Is Math anxiety always bad for Math learning ? The role of Math motivation. Psychological Science, 26(12), 1863-1876.
Wu, S. S., Barth, M., Amin, H., Malcarne, V., & Menon, V. (2012). Math anxiety in second and third graders and its relation to Mathematics achievement. Frontiers in Psychology, 3(162), 1-12.
Zakaria, E., Mohd Zain, N., Ahmad, N. A., & Erlina, A. (2012). Mathematics anxiety and achievement among secondary school students. American Journal of Applied Sciences, 9(11), 1828-1832.
Zakaria, M. H., Abdul Azziz, N. H., Mohd Yazid, N., & Ab Saad, S. (2016). The anxiety level versus performance in Mathematics for engineering undergraduates in UniMAP. Retrieved from https://aip.scitation.org/doi/pdf/10.1063/1.4965198?class=pdf
