Exploring Pre-Calculus (MAT133) Final Assessment Marks Between Gender Using Principal Component Analysis: A Case In UiTM Tapah
Abstract
Pre-Calculus covers additional algebraic and trigonometric, where the
students are encouraged to become proficient in those topics to
prepare for an in-depth calculus learning. In Universiti Teknologi Mara
(UiTM), practically every semester the issue of Pre-Calculus’ high
failure rate is commonly reported. One of the ways to measure the
students' understanding of this subject is through the final assessment
performance. Besides, gender significance is one of the most notable
studies in mathematics performance. Therefore, this study aims to
compare the performance of part 1 diploma students who registered
Pre-Calculus in UiTM Tapah in in accordance to their gender. To
analyze the results, this study performed Descriptive and Principal
Component Analysis using R statistical software. It was found that the
students faced problems in answering Question 2, but scored more
marks for Question 5. This revealed that most of the students faced
difficulties in handling sketches of parabolas and circles. It was also
discovered that the female students outperformed the males in this
course.
References
achievement in calculus through problem-based learning." Universal Journal of Educational
Research, vol. 7, no. 12, pp. 2729–2733, 2019.
[2] S. Fatimah, Yerizon, “Analysis of Difficulty Learning Calculus Subject for Mathematical
Education Students”, International Journal of Scientific & Technology Research, vol. 8, no. 3,
2019.
[3] J. L. E Agatep, “Student Performance in Pre-Calculus Courses: Unbolting Gate for Success in
Differential Calculus”, Sch J Appl Sci Res, vol. 1, pp. 47–50, 2018.
[4] P. Revathy, R. Prabakaran and S. Muthukumar, “Contemporary Issues in Teaching and
Learning Techniques of Differential Equations: A Review among Engineering Students”,
International Journal of Advanced Science and Technology, vol. 29, no. 7, pp. 1313 – 1330,
2020.
[5] A. M. Nasir, N. A. B Omar, E. S. B. Sarudin, S. Masrom and N. H. Ahmad, “Teaching and
learning of pre-calculus: An insights of educators”, Journal of Fundamental and Applied
Sciences, vol. 9, no. 6S, pp. 452–467, 2017.
[6] S.F. Fuzi, W.H.W. Hassan, S.N. Zainudin, S.R. Jama, N.E. Zahidi and B. A. Halim,
“Moderating Effects of Additional Mathematics’ Achievement During SPM on the Relationship
Between Performance in Modern Mathematics and Mathematical Errors Occurrences: A Case
Study of MDAB Students in UiTM Melaka”, ASM Sc. J., vol. 13, 2020.
[7] H. E. Tang, L.L. Voon and N. H. Julaihi, “A Case Study of 'High-Failure Rate' Mathematics
Courses and its’ Contributing Factors on UiTM Sarawak Diploma Students”, Conference on
Scientific & Social Resource, vol. 8, no. 1, 2009.
[8] W.N.H. Wan Abdul Aziz, A. Abdul Rahman, J. M. Said amd S.S. Shaffie, “The relationships
between high school mathematics and pre-calculus performance in university”,
Multidisciplinary Informatics Journal, vol 2, no. 2, pp.126– 132, 2019.
[9] S.N. Ahmad, S. Mahadi, M.Y. Yusri, H. Yusop, M.N. Ali and C.H. Heng, “Factors Related to
Students’ Performance in Calculus”, Journal of Applied Environmental and Bilogical, vol. 7,
no. 6, pp. 51– 133056, 2017.
[10] H. Shamsuddin, N.A. Razak, L.M. Thien, and A.Z. Khairani, “Do Boys And Girls Interpret
Mathematics Test Items Similarly? Insights from Rasch Model Analysis”, Asia Pacific Journal
of Educators and Education, vol. 35, no.1, pp.17-36, 2020.
[11] M. Gurian, P. Henley and T. Trueman, Boys and Girls Learn Differently, United States of
America: Wiley, 2001.
[12] M. Tsui, “Gender and Mathematics Achievement in China and the United States”, Gender
Issues, vol. 24, pp. 1– 11, 2007.
[13] E. Ghasemi, H. Burley, and P. Safadel, “Gender differences in general achievement in
mathematics: An international study”, New Waves Educational Research & Development,
vol.22, no.1, pp. 27–54, 2019.
[14] H. Hamzah, S. R. Ariffin & R. M. Yassin, “Girls’ Overachievement in the National Examination:
Can Type of Items be the Cause?” Journal of Science and Mathematics Education in
Southeast Asia, vol. 29, no. 2, pp. 1–20, 2006.
[15] L. George, “Exploring the M in STEM: post-secondary participation, performance and attrition
in mathematics”, Canadian Journal of Science, Mathematics and Technology Education, vol.
20, no. 3, pp. 441–461, 2020.
[16] Y. Aït-Sahalia and D. Xiu, “Principal component analysis of high-frequency data”, Journal of
the American Statistical Association, vol. 114, no. 525, pp. 287–303, 2019.
[17] J. E. Jackson, A User’s Guide to Principal Components, New York: Wiley, 1991.