A study of students’ learning styles and mathematics anxiety amongst form four students in Kerian Perak

2017 ◽  
Author(s):  
Suraya Esa ◽  
Nurul Akmal Mohamed
Keyword(s):  
Learning Styles ◽  
Mathematics Anxiety ◽  
And Mathematics

The effects of different learning styles on mathematics anxiety

2005 ◽  
Author(s):  
H. M. Karaguven ◽  
S. Sengul ◽  
N. Genc Celik ◽  
H. Bayram ◽  
Z. Gurel ◽  
...  
Keyword(s):  
Learning Styles ◽  
Mathematics Anxiety

KECEMASAN MATEMATIKA DAN KEMAMPUAN BERPIKIR KRITIS MATEMATIS SISWA DI SEKOLAH MENENGAH PERTAMA

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Faiq Zulfikar Hadi ◽  
Maman Fathurrohman ◽  
Cecep Anwar Hadi
Keyword(s):  
Critical Thinking ◽  
Junior High School ◽  
Mathematics Anxiety ◽  
Math Anxiety ◽  
Junior High ◽  
Negative Relationship ◽  
High Anxiety ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
And Mathematics

This research is conducted by the low mathematics critical thinking ability of students in junior high schools, especially in  VII grade .Students of VII grade commonly are transitioning from elementary school to junior high school could be a reason how low students of VII grade on mathematic critical thingking ability. The low ability mathematics critical thingking one of caused by mathematics anxiety. This study aims to find a relationship between math anxiety and mathematics critical thinking ability of VII grade at SMPN 5 Serang City. The method of this research is quantitative descriptive by making 110 students from VII grade as a sample. The data were collected using questionnaire and test. The result of this study indicate that 1) the ammount of correlation between math anxiety with critical thingking ability is -0,5991> rs table 0,1695, which means there is a significant and negative relationship between anxiety and critical thingking ability 2) the average of students’s mathematics critical thingking ability is different where score between students with low anxiety have a better score than student with mid anxiety and low anxiety,and students with mid anxiety have a better score than students with high anxiety, and students with mid anxiety have a better score than students with high anxiety.

scholarly journals PENGARUH CARA BELAJAR TERHADAP HASIL BELAJAR SISWA MATEMATIKA SMK JANUR PERSADA SIGI

2019 ◽  
Vol 2 (1) ◽  
pp. 53-59 ◽  
Author(s):  
Dewi Sri Wahyuni
Keyword(s):  
Standard Deviation ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Average Score ◽  
Test Analysis ◽  
Minimum Score ◽  
And Mathematics

This study aims to determine whether or not there is an influence of student learning styles on learning outcomes of mathematics. In addition, this study aims to determine how much influence students learning styles about the learning outcomes of mathematics in SMK JANUR PERSADA SIGI. This type of research is Expost Facto's research. The population in this study were all students of the SMK JANUR PERSADA SIGI,  the number of students is 80 students consisting, students of class X as many as 25 students, class XI as many as 20 students and class XII as many as 35 students. The sample in this study was all students in the SMK JANUR PERSADA SIGI. The research instruments used were questionnaires on learning styles and Mathematics Learning Outcomes Test. Analysis of the results of the research data was carried out using the SPSS version 20.0 computer program. The results of the study show that: (1) Most students of the SMK JANUR PERSADA SIGI have learning styles in the moderate category with an average score of 38.50 with a standard deviation of 5.4321 from a minimum score of 14 to maximum 56; and mathematics learning outcomes in the very low category with an average score of 29.31 with a standard deviation of 7.833 from a minimum score of 0 to maximum 100. (2) The learning styles the SMK JANUR PERSADA SIGI is in the moderate category. (3) The mathematics learning outcomes of the SMK JANUR PERSADA SIGI are in the very low category. (4) the influence of The way to study with mathematics learning outcomes is 51.1%. While 48.9% of student learning outcomes are influenced by other variables not examined

Mathematics anxiety and mathematics achievement

2003 ◽  
Vol 15 (2) ◽  
pp. 138-150 ◽  
Author(s):  
Brian F. Sherman ◽  
David P. Wither
Keyword(s):  
Mathematics Achievement ◽  
Mathematics Anxiety ◽  
And Mathematics

Effect of Mathematics Anxiety and Student Learning Styles on Ability to Solve Mathematics Problems of Class XI Madrasah Aliyah Negeri (MAN)

2020 ◽  
Vol 3 ◽  
pp. 561-563
Author(s):  
Ifada Novikasari ◽  
Slamet Pamuji ◽  
Muhammad Arsy Maulana
Keyword(s):  
Problem Solving ◽  
Learning Styles ◽  
Student Learning ◽  
Mathematics Anxiety ◽  
Problem Solving Skills ◽  
Significance Level ◽  
Mathematics Problem Solving ◽  
Mathematics Problems ◽  
Mathematics Problem ◽  
Student Learning Styles

The ability to solve mathematics problems is an ability needed in the learning process. Mathematic anxiety and student learning styles are among the factors that influence the success of mathematics problem-solving ability. By paying attention to mathematics anxiety and learning styles possessed by students, it is expected that the ability to solve mathematics problems will increase. This research is a field research type with an Ex Post Facto method and multiple linear regression statistical data analysis techniques. Data was collected through mathematics anxiety questionnaires, student learning style questionnaires, and mathematics problem-solving skills of students at Madrasah Aliyah level. The results show that (1) there is no significant effect of mathematics anxiety on the ability to solve mathematics problems with the tcount is 1.537 and the significance level is 0.126 ≥ 0.05. (2) there is a positive and significant effect of learning styles on the ability to solve mathematics problems with the value of tcount is 2.457 and a significance level of 0.015 <0.05.

The Relation Between Mathematics Anxiety and Mathematics Performance Among School-Aged Students: A Meta-Analysis

2019 ◽  
Vol 89 (3) ◽  
pp. 459-496 ◽  
Author(s):  
Jessica M. Namkung ◽  
Peng Peng ◽  
Xin Lin
Keyword(s):  
Negative Correlation ◽  
Mathematics Anxiety ◽  
Meta Analysis ◽  
Significant Negative Correlation ◽  
Mathematics Performance ◽  
Mathematical Tasks ◽  
Final Exam ◽  
And Mathematics ◽  
Underlying Mechanisms ◽  
Student Grades

The purpose of this meta-analysis was to examine the relation between mathematics anxiety (MA) and mathematics performance among school-aged students, and to identify potential moderators and underlying mechanisms of such relation, including grade level, temporal relations, difficulty of mathematical tasks, dimensions of MA measures, effects on student grades, and working memory. A meta-analysis of 131 studies with 478 effect sizes was conducted. The results indicated that a significant negative correlation exist between MA and mathematics performance, r = −.34. Moderation analyses indicated that dimensions of MA, difficulty of mathematical tasks, and effects on student grades differentially affected the relation between MA and mathematics performance. MA assessed with both cognitive and affective dimensions showed a stronger negative correlation with mathematics performance compared to MA assessed with either an affective dimension only or mixed/unspecified dimensions. Advanced mathematical tasks that require multistep processes showed a stronger negative correlation to MA compared to foundational mathematical tasks. Mathematics measures that affected/reflected student grades (e.g., final exam, students’ course grade, GPA) had a stronger negative correlation to MA than did other measures of mathematics performance that did not affect student grades (e.g., mathematics measures administered as part of research). Theoretical and practical implications of the findings are discussed.

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