The Effectiveness of Pro-Math Challenge Module to Improve Knowledge, Perception, Attitude and Inclination of Students in Mathematics Subject

  • Nor Faezah Mohamad Razi
  • Anis Zafirah Azmi
  • Jufiza A.Wahab
  • Anisah Abdul Rahman

Abstract

This paper presents an empirical finding from a research that implementing a Pro-Math Challenge module for form three students in Sekolah Menengah Kebangsaan Gunung Rapat Setia, Ipoh, Perak Malaysia. The objective of this study is to identify the effectiveness of the module in improving students’ mathematical knowledge, which categorized as the Science, Technology, Engineering and Mathematics (STEM) proficiencies. Implemented in a STEM program, the students’ responses on the module were analyzed with a questionnaire survey to measure four criteria namely knowledge, perception, attitude and inclination. The results from a Wilcoxon Signed-rankas test have revealed that each of the criteria has a statistically significant difference on the increment of students’ understanding after the Pro Math Challenge module was implemented. Overall, half of the students strongly agree that the ProMath Challenge module implemented in the STEM program was beneficial to them and has given a good impact to them.

References

[1] D. C. Moos and E. Marroquin, “Multimedia, hypermedia, and hypertext: Motivation considered
and reconsidered,” Comput. Human Behav., vol. 26, no. 3, pp. 265–276, 2010.
[2] M. Bonous-Hammarth, “Pathways to success: Affirming opportunities for science,
mathematics, and engineering majors,” J. Negro Educ., pp. 92–111, 2000.
[3] M. Estrada, A. Woodcock, P. R. Hernandez, and P. W. Schultz, “Toward a model of social
influence that explains minority student integration into the scientific community.,” J. Educ.
Psychol., vol. 103, no. 1, p. 206, 2011.
[4] P. R. Hernandez, P. Schultz, M. Estrada, A. Woodcock, and R. C. Chance, “Sustaining optimal motivation: A longitudinal analysis of interventions to broaden participation of
underrepresented students in STEM.,” J. Educ. Psychol., vol. 105, no. 1, p. 89, 2013.
[5] D. J. Ketelhut, B. C. Nelson, J. Clarke, and C. Dede, “A multi-user virtual environment for
building and assessing higher order inquiry skills in science,” Br. J. Educ. Technol., vol. 41,
no. 1, pp. 56–68, 2010.
[6] M. Liu, Y. Cho, D. Schallert, and others, “Middle school students’ self-efficacy, attitudes, and
achievement in a computer-enhanced problem-based learning environment,” J. Interact.
Learn. Res., vol. 17, no. 3, pp. 225–242, 2006.
[7] J. Fox and J. N. Bailenson, “Virtual self-modeling: The effects of vicarious reinforcement and
identification on exercise behaviors,” Media Psychol., vol. 12, no. 1, pp. 1–25, 2009.
[8] R. B. Rosenberg-Kima, A. L. Baylor, E. A. Plant, and C. E. Doerr, “Interface agents as social
models for female students: The effects of agent visual presence and appearance on female
students’ attitudes and beliefs,” Comput. Human Behav., vol. 24, no. 6, pp. 2741–2756, 2008.
[9] D. C. Moos and R. Azevedo, “Monitoring, planning, and self-efficacy during learning with
hypermedia: The impact of conceptual scaffolds,” Comput. Human Behav., vol. 24, no. 4, pp.
1686–1706, 2008.
[10] D. T. Hickey, A. L. Moore, and J. W. Pellegrino, “The motivational and academic
consequences of elementary mathematics environments: Do constructivist innovations and
reforms make a difference?,” Am. Educ. Res. J., vol. 38, no. 3, pp. 611–652, 2001.
[11] D. Webb, “STEM Lesson Essentials, Grades 3-8: integrating Science, Technology,
Engineering, and Mathematics,” Teach. Educ. Pract., vol. 26, no. 2, pp. 358–364, 2013.
[12] S. D. Davadas and Y. F. Lay, “Factors affecting students’ attitude toward mathematics: A
structural equation modeling approach,” Eurasia J. Math. Sci. Technol. Educ., vol. 14, no. 1,
pp. 517–529, 2017.
[13] A. Peng and H. Smida, “Mathematical Knowledge for Teaching at the Secondary Level,” in
The Proceedings of the 12th International Congress on Mathematical Education, 2015, pp.
507–512.
[14] M. D. Mato and E. de la Torre, “Evaluación de las actitudes hacia las matemáticas y el
rendimiento académico,” 2009.
[15] S. N. Georgiou, P. Stavrinides, and T. Kalavana, “Is Victor better than Victoria at maths?,”
Educ. Psychol. Pract., vol. 23, no. 4, pp. 329–342, 2007.
[16] A. G. Bluman, Elementary statistics: A step by step approach. McGraw-Hill Higher Education
New York, NY, 2009.
Published
2020-08-29
How to Cite
MOHAMAD RAZI, Nor Faezah et al. The Effectiveness of Pro-Math Challenge Module to Improve Knowledge, Perception, Attitude and Inclination of Students in Mathematics Subject. Mathematical Sciences and Informatics Journal, [S.l.], v. 1, n. 1, p. 55-60, aug. 2020. ISSN 2735-0703. Available at: <https://myjms.mohe.gov.my/index.php/mij/article/view/14171>. Date accessed: 07 dec. 2022. doi: https://doi.org/10.24191/mij.v1i1.14171.
Section
Articles

Most read articles by the same author(s)

Obs.: This plugin requires at least one statistics/report plugin to be enabled. If your statistics plugins provide more than one metric then please also select a main metric on the admin's site settings page and/or on the journal manager's settings pages.