Prior mathematics achievement and mathematics self-efficacy as indicators for success in pre-service teachers’ achievement in geometry and trigonometry
Keywords:Mathematics education, mathematics self-efficacy, geometry, trigonometry, pre-service teacher
This study is a quantitative research and used a correlational research design to investigate the relationship between pre-service teachers’ prior mathematics achievement (PA) at the senior high school and mathematics self-efficacy (MSEF) on learning and achievement in geometry and trigonometry in colleges of education. A sample of 449 pre-service teachers (264 males and 185 females) randomly selected from the population was used for the study. The result revealed a strong positive relationship between PA (r = 0.543), MSEf (r = 0.542), and geometry and trigonometry score. The study then concludes that the factors (PA, MSEf) have a positive relationship with geometry and trigonometry achievement. The study recommended that colleges of education should place much emphasis on pre-service teachers’ entry grade in mathematics when considering the requirement for admission.
Ahmed, M. A., Lawal, A. A., & Ahmed, R. A. (2022). Influence of teachers’ self-efficacy on secondary school students’ self-efficacy in biology in Ogbomoso, Nigeria. JPBI (Jurnal Pendidikan Biologi Indonesia), 8(1), 58–64. https://doi.org/10.22219/jpbi.v8i1.17231
Ali, H. H., & Jameel, H. T. (2016). Causes of poor performance in mathematics from teachers, parents and student’s perspective. American Scientific Research Journal for Engineering, Technology, and Sciences, 15(1), 122–136. https://asrjetsjournal.org/index.php/American_Scientific_Journal/article/view/1212
Ameyaw, S. K., & Anto, S. K. (2018). Read or perish: Reading habit among students and its effect on academic achievement: A case study of Eastbank Senior High School-Accra. Library Philosophy and Practice, 1748, 1–24. https://core.ac.uk/download/pdf/189478567.pdf
Anamuah-Mensah, J., Asabere-Ameyaw, A., Mereku, D. K., & Mereku, K. D. (2004). Ghanaian Junior Secondary School Students Achievement in Mathematics and Science: Results from Ghana’s participation in the 2003 Trends in International Mathematics and Science study. Ministry of Education, Youth and Sports Accra.
Anderton, R., Hine, G., & Joyce, C. (2017). Secondary school mathematics and science matters: Predicting academic success for secondary students transitioning into university allied health and science courses. International Journal of Innovation in Science and Mathematics Education, 25(1).
Ardi, Z., Rangka, I. B., Ifdil, I., Suranata, K., Azhar, Z., Daharnis, D., Afdal, A., & Alizamar, A. (2019). Exploring the elementary students learning difficulties risks on mathematics based on students mathematic anxiety, mathematics self-efficacy and value beliefs using rasch measurement. Journal of Physics: Conference Series, 1157, 032095. https://doi.org/10.1088/1742-6596/1157/3/032095
Arens, A. K., Frenzel, A. C., & Goetz, T. (2022). Self-Concept and Self-Efficacy in Math: Longitudinal Interrelations and Reciprocal Linkages with Achievement. The Journal of Experimental Education, 90(3), 615–633. https://doi.org/10.1080/00220973.2020.1786347
Ayotola, A., & Adedeji, T. (2009). The relationship between mathematics self-efficacy and achievement in mathematics. Procedia - Social and Behavioral Sciences, 1(1), 953–957. https://doi.org/10.1016/j.sbspro.2009.01.169
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 and Psychology, 4(1), 32–42.
Bandura, A. (1993). Perceived Self-efficacy in cognitive development and functioning. educational psychologist, 28(2), 117–148. https://doi.org/10.1207/s15326985ep2802_3
Bandura, A., Freeman, W. H., & Lightsey, R. (1999). Self-Efficacy: The Exercise of Control. Journal of Cognitive Psychotherapy, 13(2), 158–166. https://doi.org/10.1891/0889-83126.96.36.199
Belcheir, M. J. (1997). What predicts success in Intermediate Algebra? https://eric.ed.gov/?id=ED480929
Benford, R., & Gess-Newsome, J. (2006). Factors affecting student’s academic success in gateway courses at Northern Arizona University. http://www2.nau.edu/~facdev-p/TR/Factors.pdf
Boinde, B. S. (2009). Teacher trainees’ attitude towards learning mathematics and anxiety levels for teaching mathematics. [Unpublished doctoral dissertation]. University of Cape Coast.
Bonne, L., & Johnston, M. (2016). Students’ beliefs about themselves as mathematics learners. Thinking Skills and Creativity, 20, 17–28. https://doi.org/10.1016/j.tsc.2016.02.001
Brisson, B. M., Dicke, A.-L., Gaspard, H., Häfner, I., Flunger, B., Nagengast, B., & Trautwein, U. (2017). Short Intervention, Sustained Effects: Promoting Students’ Math Competence Beliefs, Effort, and Achievement. American Educational Research Journal, 54(6), 1048–1078. https://doi.org/10.3102/0002831217716084
Brown, J. D. (2011). Likert items and scales of measurement. Statistics, 15(1), 10–14. https://hosted.jalt.org/test/PDF/Brown34.pdf
Check, J., & Schutt, R. K. (2012). Research methods in education. SAGE Publications.
Cherney, I. D., & Cooney, R. R. (2005). Predicting student achievement in a statistics course using the Mathematics and Statistics Perception Scale (MPSP). Transactions of the Nebraska Academy of Sciences and Affiliated Societies, 41, 1–8. https://digitalcommons.unl.edu/tnas/41
Chief Examiner Report, . (2006). May/June 2006 West African Senior School Certificate Examination (WASSCE). The West African Examination Council.
Creswell, J. W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson Education, Inc.
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE Publication, Inc.
Enu, J. A. O. K., Agyman, O. K., & Nkum, D. (2015). Factors influencing students’ mathematics achievement in some selected colleges of education in Ghana. International Journal of Education Learning and Development, 3(3), 68–74.
Galla, B. M., Wood, J. J., Tsukayama, E., Har, K., Chiu, A. W., & Langer, D. A. (2014). A longitudinal multilevel model analysis of the within-person and between-person effect of effortful engagement and academic self-efficacy on academic performance. Journal of School Psychology, 52(3), 295–308. https://doi.org/10.1016/j.jsp.2014.04.001
Gideon, O. G. (2016). University Admission Grades and Academic Performance of Students in University Course Examinations: A Study of Delta State University, Abraka, Nigeria. Journal of Educational and Social Research, 6(1), 59–70. https://doi.org/10.5901/jesr.2016.v6n1p59
Hailikari, T., Nevgi, A., & Komulainen, E. (2008). Academic self‐beliefs and prior knowledge as predictors of student achievement in Mathematics: a structural model. Educational Psychology, 28(1), 59–71. https://doi.org/10.1080/01443410701413753
Hemmings, B., Grootenboer, P., & Kay, R. (2011). Predicting mathematics achievement: the influence of prior achievement and attitudes. International Journal of Science and Mathematics Education, 9(3), 691–705. https://doi.org/10.1007/s10763-010-9224-5
Hiller, S. E., Kitsantas, A., Cheema, J. E., & Poulou, M. (2022). Mathematics anxiety and self-efficacy as predictors of mathematics literacy. International Journal of Mathematical Education in Science and Technology, 53(8), 2133–2151. https://doi.org/10.1080/0020739X.2020.1868589
In’am, A., & Sutrisno, E. S. (2021). Strengthening Students’ Self-efficacy and Motivation in Learning Mathematics through the Cooperative Learning Model. International Journal of Instruction, 14(1), 395–410. https://doi.org/10.29333/iji.2021.14123a
Jameson, M. M., & Fusco, B. R. (2014). Math Anxiety, Math Self-Concept, and Math Self-Efficacy in Adult Learners Compared to Traditional Undergraduate Students. Adult Education Quarterly, 64(4), 306–322. https://doi.org/10.1177/0741713614541461
Kyttälä, M., & Björn, P. M. (2010). Prior mathematics achievement, cognitive appraisals and anxiety as predictors of Finnish students’ later mathematics performance and career orientation. Educational Psychology, 30(4), 431–448. https://doi.org/10.1080/01443411003724491
Lee, C., & Meletiou-Mavrontheris, A. Z. (2004). A Study of Affective and Metacognitive Factors for Learnig Statistics and Implications for Developing and Active Learning Environment. Department of Mathematics, Central Michigan University. http://www.cst.cmich.edu/users/lee1c/carlleelpapers/Study-of-Affective-factors04.pdf
Liu, R.-D., Zhen, R., Ding, Y., Liu, Y., Wang, J., Jiang, R., & Xu, L. (2018). Teacher support and math engagement: roles of academic self-efficacy and positive emotions. Educational Psychology, 38(1), 3–16. https://doi.org/10.1080/01443410.2017.1359238
Luttenberger, S., Wimmer, S., & Paechter, M. (2018). Spotlight on math anxiety. Psychology Research and Behavior Management, 11, 311–322. https://doi.org/10.2147/PRBM.S141421
Meremikwu, A., & Enukoha, O. (2011). Instructional aids, school variables and pupils’ mathematics achievement in primary schools in Cross River State, Nigeria. Research in Mathematics Education, 13(1), 87–88. https://doi.org/10.1080/14794802.2011.550743
Mlambo, V. (2011). An analysis of some factors affecting student academic performance in an introductory biochemistry course at the University of the West Indies. The Caribbean Teaching Scholar, 1(2), 79–92. https://journals.sta.uwi.edu/ojs/index.php/cts/article/view/10
Mohd Rameli, M. R., Kosnin, A., Said, H., Tajuddin, N., Abdul Karim, N., & Thuy Van, N. (2014). Correlational Analyses Between Mathematics Anxiety and Mathematics Achievement Among Vocational College Students. Jurnal Teknologi, 69(6), 117–120. https://doi.org/10.11113/jt.v69.3320
Murray, J. (2013). The factors that influence mathematics achievement at the Berbice campus. International Journal of Business and Social Science, 4(10), 150–164.
Nabie, M. J., Akayuure, P., Ibrahim-Bariham, U. A., & Sofo, S. (2018). Trigonometric concepts: pre-service teachers’ perceptions and knowledge. Journal on Mathematics Education, 9(2), 169–182. https://doi.org/10.22342/jme.9.2.5261.169-182
Obielodan, O. O., Onojah, A. O., Onojah, A. A., Alabi, O. S., & Alimi, E. A. (2021). The teachers’ extent of utilizing teaching methods for teaching basic technology. Journal of Research in Instructional, 1(2), 61–70. https://doi.org/10.30862/jri.v1i2.14
OECID. (2013). PISA 2012 results: Ready to learn (Volume III): Students’ engagement, drive and self-beliefs. OECD. https://doi.org/10.1787/9789264201170-en
Onyeizugbo, E. U. (2010). Self-efficacy and test anxiety as correlates of academic performance. Educational Research, 1(10), 477–480.
Özcan, B., & Kültür, Y. Z. (2021). The Relationship Between Sources of Mathematics Self-Efficacy and Mathematics Test and Course Achievement in High School Seniors. SAGE Open, 11(3), 1–10. https://doi.org/10.1177/21582440211040124
Pajares, F., & Kranzler, J. (1995). Self-Efficacy Beliefs and General Mental Ability in Mathematical Problem-Solving. Contemporary Educational Psychology, 20(4), 426–443. https://doi.org/10.1006/ceps.1995.1029
Pangadongan, S. P., Purwati, P., & Wyrasti, A. F. (2022). The analysis of English education students’ interest in mathematics courses. Journal of Research in Instructional, 2(1), 65–86. https://doi.org/10.30862/jri.v2i1.40
Ramos Salazar, L. (2018). Examining the Relationship between Math Self-Efficacy and Statistics Motivation in the Introductory Business Statistics Course: Self-Compassion as a Mediator. Decision Sciences Journal of Innovative Education, 16(2), 140–160. https://doi.org/10.1111/dsji.12149
Rice, L., Barth, J. M., Guadagno, R. E., Smith, G. P. A., & McCallum, D. M. (2013). The Role of Social Support in Students’ Perceived Abilities and Attitudes Toward Math and Science. Journal of Youth and Adolescence, 42(7), 1028–1040. https://doi.org/10.1007/s10964-012-9801-8
Schiefele, U., & Csikszentmihalyi, M. (1995). Motivation and ability as factors in mathematics experience and achievement. journal for research in mathematics education, 26(2), 163–181. https://doi.org/10.5951/jresematheduc.26.2.0163
Semilarski, H., Soobard, R., Holbrook, J., & Rannikmäe, M. (2022). Expanding disciplinary and interdisciplinary core idea maps by students to promote perceived self-efficacy in learning science. International Journal of STEM Education, 9(1), 57. https://doi.org/10.1186/s40594-022-00374-8
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
Skaalvik, E. M., Federici, R. A., & Klassen, R. M. (2015). Mathematics achievement and self-efficacy: Relations with motivation for mathematics. International Journal of Educational Research, 72, 129–136. https://doi.org/10.1016/j.ijer.2015.06.008
Sofowora, S. O. (2014). Anxiety and lack of motivation as factors affecting success rates in bridging mathematics. [Unpublished Doctoral dissertation]. University of South Africa.
Tai, R. H., Qi Liu, C., Maltese, A. V., & Fan, X. (2006). Planning Early for Careers in Science. Science, 312(5777), 1143–1144. https://doi.org/10.1126/science.1128690
Tuna, A. (2013). A Conceptual Analysis of the Knowledge of Prospective Mathematics Teachers about Degree and Radian. World Journal of Education, 3(4), 1–9.
Twohill, A., NicMhuirí, S., Harbison, L., & Karakolidis, A. (2022). Primary Preservice Teachers’ Mathematics Teaching Efficacy Beliefs: the Role Played by Mathematics Attainment, Educational Level, Preparedness to Teach, and Gender. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-022-10259-5
Vargas-Hernández, J. G., & Vargas-González, O. C. (2022). Strategies for meaningful learning in higher education. Journal of Research in Instructional, 2(1), 47–69. https://doi.org/10.30862/jri.v2i1.41
Wang, Y., & Lewis, S. E. (2022). Efficacy and Insights Gained from a Utility Value Intervention with Inorganic Chemistry Students. Journal of Chemical Education, 99(8), 2798–2807. https://doi.org/10.1021/acs.jchemed.2c00045
Wuensch, K. L. (2009). Replacing missing values for items within a scale. https://core.ecu.edu/ psyc/wuenschk/sas/help/sas-help.htm
Yapo, F., Tabiliran, J., Dagami, A., Navales, K., & Tus, J. (2021). The self-efficacy and academic motivation of the graduating college students during the Covid-19 pandemic in the Philippines. International Journal Of Advance Research And Innovative Ideas In Education. 7(3), 2128–2139. https://doi.org/10.6084/m9.figshare.14784885.v1
Zuya, H. E., Kwalat, S. K., & Attah, B. G. (2016). Pre-Service Teachers’ Mathematics Self-Efficacy and Mathematics Teaching Self-Efficacy. Journal of Education and Practice, 7(14), 93–98.
Copyright (c) 2022 Sefakor Agormor, Jones Apawu, Jackson Jessel Aboagye-Agbi, Evans Kofi Hokor
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.