A STUDY OF THE RELATIONSHIP BETWEEN THE MIDDLE SCHOOL STUDENTS’ MATHEMATICS-RELATED BELIEF SYSTEMS AND THEIR PROBLEM SOLVING ABILITY
Abstract
- The main purpose of this research is to study the relationship between the middle school students’ mathematics-related belief systems and their problem solving ability. A quantitative research method and descriptive research design were used to study students’ mathematics-related belief systems and their problem solving ability. This study was conducted in Yangon Region. The sample schools for this study were randomly selected. Two high schools and one middle school were selected from each district, Yangon Region. Therefore, eight high schools and four middle schools were included in this study. The (600) Grade Eight students were participated in this study. A Mathematics-Related Beliefs Questionnaire (MRBQ) and a problem solving ability test were used as instruments. To measure the reliability of the instrument, a pilot test was conducted to (50) Grade Eight students. The internal consistency (Cronbach’s Alpha) of the students’ Mathematics-Related Beliefs Questionnaire (MRBQ) was (.736) and students’ problem solving ability test was (.733). This means that these instruments have the reliability. The copies of modified instrument were distributed to all the participants of the twelve selected schools with the help of the headmaster/headmistress and teachers from those schools. The data were analyzed by using the descriptive analysis techniques and Person product moment correlation in this study. The research finding revealed that there were positively moderate relationships between the students’ beliefs about mathematics education and their problem solving ability (r = .615, p < .01), the students’ beliefs about the self and their problem solving ability (r = .635, p < .01), the students’ beliefs about the social context and their problem solving ability (r = .606, p < .01). Furthermore, the relationship between the students’ mathematics-related belief systems and their problem solving ability was positively high relationship (r = .790, p < .01). Findings pointed out that the students’ mathematics-related belief systems influence on the students’ problem solving ability, so there is a relationship between students’ mathematics-related belief systems and their problem solving ability.
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Year
- 2020
Author
-
Win Win Maw
Subject
- Methodology
Publisher
- Myanmar Academy of Arts and Science (MAAS)