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Assessing the attitude and problem-based learning in mathematics through PLS-SEM modeling
Mathematics plays a leading part in day-to-day life and has enhanced a necessary component for human accomplishments. Students from many countries do not reach the expected level in mathematics. Therefore, it is essential to pay close consideration to the causes related to ability in mathematics. Ma...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Public Library of Science
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9119563/ https://www.ncbi.nlm.nih.gov/pubmed/35587507 http://dx.doi.org/10.1371/journal.pone.0266363 |
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author | Zamir, Samina Yang, Zhang Wenwu, Hao Sarwar, Uzma |
author_facet | Zamir, Samina Yang, Zhang Wenwu, Hao Sarwar, Uzma |
author_sort | Zamir, Samina |
collection | PubMed |
description | Mathematics plays a leading part in day-to-day life and has enhanced a necessary component for human accomplishments. Students from many countries do not reach the expected level in mathematics. Therefore, it is essential to pay close consideration to the causes related to ability in mathematics. Mathematics attitude is considered as one of the critical variables in the process of mathematics learning. This study aimed to determine students’ attitudes and achievements through problem-based learning in mathematics. The selected study group contained 600 students and 35 teachers from rural public secondary schools in District Rawalpindi, Pakistan. The data collection was done using questionnaires from students and teachers and collected data analyzed by SPSS 23 and Amos 23. This study’s result was carried out using Partial Least square structural equation Model (PLS-SEM), descriptive analysis, and hypotheses testing. The outcomes in this study indicated that the mean fluctuated between 1 to 4.5, 3.71 to 4.20, and Std. Deviation fluctuated between 0.6 to 2.0 and 0.75 to 1.55 in the students and teacher models, respectively. The results of the PLS-SEM students’ model show a negative attitude towards mathematics. The teachers’ PLS-SEM model showed the Effects of using problem-based learning (PBL) on students’ achievements. According to the hypotheses testing, the acceptance of hypotheses by stating that the Confidence in Learning Mathematics Scale (C), Value of Mathematics Scale (V), and Student Mathematics Motivation Scale (M) are significant effects for the Students’ Attitude Toward Problem-Based Learning (ATPBL). But the Attitude Toward Enjoyment in Mathematics Scale (AE) was rejected, and it did not significantly affect the ATPBL. As well as, the Problem-solving learning and students’ achievement (PLA), Advantages of problem-solving learning (APL) and Difficulties in using problem-solving learning (DPL) have a significant positive effect on the ATPBL. Finally, this study suggested that teachers also adopt new teaching methods corresponding to mathematics, and there is a need to explore particular mathematics skills to enhance students’ learning abilities. |
format | Online Article Text |
id | pubmed-9119563 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Public Library of Science |
record_format | MEDLINE/PubMed |
spelling | pubmed-91195632022-05-20 Assessing the attitude and problem-based learning in mathematics through PLS-SEM modeling Zamir, Samina Yang, Zhang Wenwu, Hao Sarwar, Uzma PLoS One Research Article Mathematics plays a leading part in day-to-day life and has enhanced a necessary component for human accomplishments. Students from many countries do not reach the expected level in mathematics. Therefore, it is essential to pay close consideration to the causes related to ability in mathematics. Mathematics attitude is considered as one of the critical variables in the process of mathematics learning. This study aimed to determine students’ attitudes and achievements through problem-based learning in mathematics. The selected study group contained 600 students and 35 teachers from rural public secondary schools in District Rawalpindi, Pakistan. The data collection was done using questionnaires from students and teachers and collected data analyzed by SPSS 23 and Amos 23. This study’s result was carried out using Partial Least square structural equation Model (PLS-SEM), descriptive analysis, and hypotheses testing. The outcomes in this study indicated that the mean fluctuated between 1 to 4.5, 3.71 to 4.20, and Std. Deviation fluctuated between 0.6 to 2.0 and 0.75 to 1.55 in the students and teacher models, respectively. The results of the PLS-SEM students’ model show a negative attitude towards mathematics. The teachers’ PLS-SEM model showed the Effects of using problem-based learning (PBL) on students’ achievements. According to the hypotheses testing, the acceptance of hypotheses by stating that the Confidence in Learning Mathematics Scale (C), Value of Mathematics Scale (V), and Student Mathematics Motivation Scale (M) are significant effects for the Students’ Attitude Toward Problem-Based Learning (ATPBL). But the Attitude Toward Enjoyment in Mathematics Scale (AE) was rejected, and it did not significantly affect the ATPBL. As well as, the Problem-solving learning and students’ achievement (PLA), Advantages of problem-solving learning (APL) and Difficulties in using problem-solving learning (DPL) have a significant positive effect on the ATPBL. Finally, this study suggested that teachers also adopt new teaching methods corresponding to mathematics, and there is a need to explore particular mathematics skills to enhance students’ learning abilities. Public Library of Science 2022-05-19 /pmc/articles/PMC9119563/ /pubmed/35587507 http://dx.doi.org/10.1371/journal.pone.0266363 Text en © 2022 Zamir et al https://creativecommons.org/licenses/by/4.0/This is an open access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/) , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. |
spellingShingle | Research Article Zamir, Samina Yang, Zhang Wenwu, Hao Sarwar, Uzma Assessing the attitude and problem-based learning in mathematics through PLS-SEM modeling |
title | Assessing the attitude and problem-based learning in mathematics through PLS-SEM modeling |
title_full | Assessing the attitude and problem-based learning in mathematics through PLS-SEM modeling |
title_fullStr | Assessing the attitude and problem-based learning in mathematics through PLS-SEM modeling |
title_full_unstemmed | Assessing the attitude and problem-based learning in mathematics through PLS-SEM modeling |
title_short | Assessing the attitude and problem-based learning in mathematics through PLS-SEM modeling |
title_sort | assessing the attitude and problem-based learning in mathematics through pls-sem modeling |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9119563/ https://www.ncbi.nlm.nih.gov/pubmed/35587507 http://dx.doi.org/10.1371/journal.pone.0266363 |
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