The Mediating Effect Of Self-Assessment On The Relationship Between Attitude Towards Learning Mathematics And Mathematical Proficiency In Algebra Of Education Students

The Mediating Effect of Self-Assessment on the Relationship Between Attitude Towards Learning Mathematics and Mathematical Proficiency in Algebra of Education Students

Janry Paul R. Garcia, LPT, Onorio P. Cagoco Jr., Ph.D
janrypaulgarcia@gmail.com
https://orcid.org/0009-0002-4447-7030
Kapalong College of Agriculture, Sciences and Technology
Maniki, Kapalong, Davao del Norte, Philippines

DOI: https://doi.org/10.54476/ioer-imrj/115276

ABSTRACT

Algebra is crucial for developing critical thinking skills and problem-solving abilities. The purpose of this study was to determine the mediating effect of self-assessment on the relationship between attitude toward learning mathematics and mathematical proficiency in Algebra. Quantitative non-experimental research utilizing descriptive correlational technique and mediation analysis were employed in this study. The data were gathered from 231 first-year education students in Kapalong College of Agriculture, Sciences, and Technology through stratified random sampling utilizing proportional allocation. Data gathering was done through Google Forms to follow the health and safety protocols amid the COVID-19 pandemic. The statistical tools used in the computation of data and testing the hypotheses at alpha 0.05 level of significance are mean, Pearson r, and Structural Equation Modelling (SEM) using mediation analysis. Findings revealed that the level of attitudes toward learning mathematics and self-assessment were high, and mathematical proficiency in Algebra was moderate. There were significant relationships between self-assessment, attitudes toward learning mathematics, and mathematical proficiency in Algebra. Results also revealed that self-assessment partially mediated the relationship between attitudes toward learning mathematics and mathematical proficiency in Algebra. It signifies that teachers may look into other factors that is affecting the mathematical proficiency in Algebra of a student and not just their attitudes toward learning mathematics. Perhaps, teachers may also consider the self-assessment of students specifically students’ previous education and expectations, emotions and confidence, general abilities and mathematical awareness and self-assessment of specific mathematical skills as it partially mediated the relationship of attitude towards learning mathematics and mathematical proficiency in Algebra.

Keywords: mediation analysis, self-assessment, attitude towards learning mathematics, mathematical proficiency, algebra, education students, Philippines

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