PDF

Published

2024-08-21

Issue

Vol. 9 No. 8 (2024): Published

Section

Research Articles

License

The journal adopts the Attribution-NonCommercial 4.0 International (CC BY-NC 4.0), which means that anyone can reuse and redistribute the materials for non-commercial purposes as long as you follow the license terms and the original source is properly cited.

Author(s) shall retain the copyright of their work and grant the Journal/Publisher rights for the first publication with the work concurrently licensed since 2023 Vol.8 No.2.

Under this license, author(s) will allow third parties to download, reuse, reprint, modify, distribute and/or copy the content under the condition that the authors are given credit. No permission is required from the authors or the publisher.

This broad license intends to facilitate free access, as well as the unrestricted use of original works of all types. This ensures that the published work is freely and openly available in perpetuity.

By providing open access, the following benefits are brought about:

  • Higher Visibility, Availability and Citations-free and unlimited accessibility of the publication over the internet without any restrictions increases citation of the article.
  • Ease of search-publications are easily searchable in search engines and indexing databases.
  • Rapid Publication – accepted papers are immediately published online.
  • Available for free download immediately after publication at https://esp.as-pub.com/index.php/ESP

 

Copyright Statement

1.The authors certify that the submitted manuscripts are original works, do not infringe the rights of others, are free from academic misconduct and confidentiality issues, and that there are no disputes over the authorship scheme of the collaborative articles. In case of infringement, academic misconduct and confidentiality issues, as well as disputes over the authorship scheme, all responsibilities will be borne by the authors.

2. The author agrees to grant the Editorial Office of Environment and Social Psychology a licence to use the reproduction right, distribution right, information network dissemination right, performance right, translation right, and compilation right of the submitted manuscript, including the work as a whole, as well as the diagrams, tables, abstracts, and any other parts that can be extracted from the work and used in accordance with the characteristics of the journal. The Editorial Board of Environment and Social Psychology has the right to use and sub-licence the above mentioned works for wide dissemination in print, electronic and online versions, and, in accordance with the characteristics of the periodical, for the period of legal protection of the property right of the copyright in the work, and for the territorial scope of the work throughout the world.

3. The authors are entitled to the copyright of their works under the relevant laws of Singapore, provided that they do not exercise their rights in a manner prejudicial to the interests of the Journal.

About Licence

Environment and Social Psychology is an open access journal and all published work is available under the Creative Commons Licence, Authors shall retain copyright of their work and grant the journal/publisher the right of first publication, and their work shall be licensed under the Attribution-NonCommercial 4.0 International (CC BY-NC 4.0).

Under this licence, the author grants permission to third parties to download, reuse, reprint, modify, distribute and/or copy the content with attribution to the author. No permission from the author or publisher is required.

This broad licence is intended to facilitate free access to and unrestricted use of original works of all kinds. This ensures that published works remain free and accessible in perpetuity. Submitted manuscripts, once accepted, are immediately available to the public and permanently accessible free of charge on the journal’s official website (https://esp.as-pub.com/index.php/ESP). Allowing users to read, download, copy, print, search for or link to the full text of the article, or use it for other legal purposes. However, the use of the work must retain the author's signature, be limited to non-commercial purposes, and not be interpretative.

Click to download <Agreement on the Licence for the Use of Copyright on Environmental and Social Psychology>.

How to Cite

AlAli, R., & Wardat, Y. (2024). Exploring students’ mathematical literacy: The role of Self-efficacy and learning environment. Environment and Social Psychology, 9(8). https://doi.org/10.59429/esp.v9i8.2838

Exploring students' mathematical literacy: The role of Self-efficacy and learning environment

Rommel AlAli

King Faisal University

Yousef Wardat

Higher Colleges of Technology


DOI: https://doi.org/10.59429/esp.v9i8.2838


Keywords: mathematical literacy, self-efficacy, lightening the learning climate

Abstract

This study explores the intricate relationship between mathematical literacy skills and self-efficacy within a high school learning environment in the United Arab Emirates. Focusing on 20 grade 8 students, the research employs a qualitative descriptive approach, integrating mathematical literacy assessments, self-efficacy surveys, and interviews. The findings reveal a strong correlation between high self-efficacy and advanced mathematical literacy, while moderate self-efficacy corresponds to intermediate proficiency levels. Conversely, low self-efficacy is linked to lower mathematical literacy. Notably, some students display moderate mathematical proficiency despite varying levels of self-efficacy. These insights provide a nuanced understanding of how self-efficacy influences mathematical literacy and suggest strategies to enhance mathematical proficiency in educational settings. One practical implication of this study is the recommendation for educators to implement interventions designed to boost self-efficacy, such as positive feedback and growth mindset training, to improve overall mathematical literacy.

Author Biography

Rommel AlAli, King Faisal University

Dr. Yousef Wardat is an Assistant Professor in the Department of Curriculum and Instruction, Faculty of Mathematics Education, Higher Colleges of Technology, UAE. He received his Ph.D. in Mathematics Education from United Arab Emirates University, UAE, in 2022. His research interest includes a range of interdisciplinary areas, Data analysis, Quantitative methods, SPSS analysis, mathematical modeling, mathematics education, and teacher development. teacher and student beliefs. He has published several peer-reviewed articles in different journals in math education and teaching and learning.

References

[1]. Stoica, G., & Wardat, Y. (2021). An inequality can change everything. The American Mathematical Monthly, 128(9), 810. https://doi.org/10.1080/00029890.2021.1949218

[2]. Zulfah. (2019). Analysis of the ability of junior high school students in Bangkinang through the completion of the 2015 PISA questions. Journal of Scholar: Journal of Mathematics Education, 3(2), 350 – 362

[3]. Manalu, A.C. & Zanthy, L.S. (2020). Error analysis of grade IX junior high school students in solving circle problems. Scholar's Journal: Journal of Mathematics Education, 4(1), 104 – 112

[4]. Jarrah, A. M., Almassri, H., Johnson, J. D., & Wardat, Y. (2022a). Assessing the impact of digital games-based learning on students’ performance in learning fractions using (ABACUS) software application. Eurasia Journal of Mathematics, Science and Technology Education, 18(10), em2159. https://doi.org/10.29333/ejmste/12421

[5]. Sari, I.P., Purwasih, R., & Nurjaman, A. (2017). Analysis of student learning barriers in linear programming courses. JIPM (Journal of Scientific Mathematics Education), 691), 39 – 46

[6]. AlAli, R., & Wardat, Y. (2024). Empowering education through digital transformation: Confronting educational wastage in basic education schools in Jordan. International Journal of Innovative Research and Scientific Studies, 7(3), 1148-1162. DOI: 10.53894/ijirss.v7i3.3144

[7]. Saleh, S. & AlAli, R. (2023). Psycho-Technological Compatibility as One of the Guidelines for Students of Computer Science. Information Sciences Letters, 12(5), 1891-1909. http://dx.doi.org/10.18576/isl/120532.

[8]. Wardat, Y., Belbase, S., Tairab, H., Takriti, R. A., Efstratopoulou, M., & Dodeen, H. (2022). The influence of school factors on students’ mathematics achievements in trends in international mathematics and science study (TIMSS) in Abu Dhabi Emirate Schools. Education Sciences, 12(7), 424. https://doi.org/10.3390/educsci12070424

[9]. Jarrah, A. M., Khasawneh, O. M., & Wardat, Y. (2020). Implementing pragmatism and John Dewey’s educational philosophy in Emirati elementary schools: Case of mathematics and science teachers. International Journal of Education Economics and Development, 11(1), 58. https://doi.org/10.1504/ijeed.2020.104287

[10]. at, R., & Wardat, Y. (2023). A systematic review of augmented reality in science, technology, engineering and mathematics education. Education and Information Technologies. https://doi.org/10.1007/s10639-023-12157-x

[11]. Wardat, Y., Jarrah, A. M., & Stoica, G. (2021). Understanding the meaning of the equal sign: A case study of middle school students in the United Arab Emirates. European Journal of Educational Research, 10(3), 1505-1514. https://doi.org/10.12973/eu-jer.10.3.1505

[12]. Gningue, S. M., Peach, R., Jarrah, A. M., & Wardat, Y. (2022). The relationship between teacher leadership and school climate: Findings from a teacher-leadership project. Education Sciences, 12(11), 749. https://doi.org/10.3390/educsci12110749

[13]. Tashtoush, M. A., Wardat, Y., Aloufi, F., & Taani, O. (2022). The effect of a training program based on TIMSS to developing the levels of habits of mind and mathematical reasoning skills among pre-service mathematics teachers. Eurasia Journal of Mathematics, Science and Technology Education, 18(11), em2182. https://doi.org/10.29333/ejmste/12557

[14]. Tashtoush, M. A., Wardat, Y., & Elsayed, A. M. (2023). Mathematics distance learning and learning loss during COVID-19 pandemic: Teachers’ perspectives. Journal of Higher Education Theory and Practice, 23(5). https://doi.org/10.33423/jhetp.v23i5.5933

[15]. OECD. (2016). PISA 2015 results (volume I): excellence and equity in education. Paris: OECD Publishing

[16]. Hara, F, O., Bolstad, O, H., & Jenssen, E. S. (2017). Research on mathematical literacy in school – aim approach and attention. European Journal of Science and Mathematics Education, 5(3)

[17]. Kholifasari, R., Citra, U., & Mariyam. (2020). Analysis of students' mathematical literacy skills in terms of the independent character of learning algebraic material. Derivative Journal, 7(2), 117 – 125

[18]. Susanti & Salmaini. (2017). The role of the teacher in improving the mathematical literacy skills of Indonesian students. Paper presented in the Mathematics and Mathematics Education Seminar of UNY. Yogyakarta State University

[19]. Yuberta, K.R., Nola, N., & Ezil, G. (2020). Students' mathematical literacy ability by applying creative problem solving (CPS) learning model. UNPAM Scientific Journal: Unpam Science and Mathematics Journal, 3(1), 68 – 80

[20]. Babys, U. (2016). Mathematical literacy skills of space and shape and independence of high school students in discovery learning using the RME-PISA approach. Indonesian Journal of Mathematics Education, 1(2), 43 – 49

[21]. Apter, B., Arnold, C., & Swinson, J. (2010). “A Mass Observation Study of Student and Teacher Behavior in British Primary Classrooms.” Educational Psychology in Practice, 26(2), 151–171. doi:10.1080/02667361003768518.

[22]. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman and Company

[23]. AlAli, R. & Al-Barakat, A. (2023) Requirements to activate children’s Islamic education concepts learning in childhood education classes. Social Space, 23(3), 207-244. https://orcid.org/0000-0001-7375-4856.

[24]. OECD. (2018). PISA 2015 results in focus. Paris: OECD Publishing

[25]. Sari, N.Y., Zulkarnain, I., & Kusumawati, E. (2018). Students' self-efficacy in solving math problems in the form of stories. Vidya Karya, 33(1), 28 – 34

[26]. Wardat Y, Belbase S, Tairab H. Mathematics Teachers’ Perceptions of Trends in International Mathematics and Science Study (TIMSS)-Related Practices in Abu Dhabi Emirate Schools. Sustainability. 2022; 14(9):5436. https://doi.org/10.3390/su14095436

[27]. Alneyadi, S., Wardat, Y., Alshannag, Q., & Abu-Al-Aish, A. (2023). The effect of using smart e-learning app on the academic achievement of eighth-grade students. Eurasia Journal of Mathematics, Science and Technology Education, 19(4), em2248. https://doi.org/10.29333/ejmste/13067

[28]. Alneyadi, S., Abulibdeh, E., & Wardat, Y. (2023). The impact of digital environment vs. traditional method on literacy skills; reading and writing of Emirati fourth graders. Sustainability, 15(4), 3418. https://doi.org/10.3390/su15043418

[29]. Tashtoush, M. A., AlAli, R., Wardat, Y., Alshraifin, N., & Toubat, H. (2023). The impact of information and communication technologies (ICT)-based education on the mathematics academic enthusiasm. Journal of Educational and Social Research, 13(3), 284. https://doi.org/10.36941/jesr-2023-0077

[30]. Jarrah, A. M., Wardat, Y., & Gningue, S. (2022). Misconception on addition and subtraction of fractions in seventh-grade middle school students. Eurasia Journal of Mathematics, Science and Technology Education, 18(6), em2115. https://doi.org/10.29333/ejmste/12070

[31]. Zakariya, Y. F., & Wardat, Y. (2023). Job satisfaction of mathematics teachers: An empirical investigation to quantify the contributions of teacher self-efficacy and teacher motivation to teach. Mathematics Education Research Journal. https://doi.org/10.1007/s13394-023-00475-9

[32]. Wardat, Y., Tashtoush, M., AlAli, R., & Saleh, S. (2024). Artificial intelligence in education: Mathematics teachers’ perspectives, practices and challenges. Iraqi Journal for Computer Science and Mathematics, 5(1), 60-77.

[33]. Stecey K, & Turner, R. (2015). Assessing mathematical literacy: the pisa experience. Australia: Springer.

[34]. Ginanjar, A.Y. & Wita, W. (2018). Application of multiliteracy learning model to improve students' mathematical literacy skills in SD/MI. Journal of Basic Science and Education, 10(2), 117 – 124

[35]. Surya, I.G.G & Widhiyani, N.L.S (2016). The effect of applying computer-assisted audit techniques and computer self-efficacy on auditor performance (a case study at a public accounting firm in Bali). E-Journal of Accounting, 14(2), 1423 – 1451

[36]. Saleh, S.; AlAli, R.; Wardat, Y.; Al-Qahtani, M.; Soliman, Y.; Helali, M. Structural Relationships between Learning Emotion and Knowledge Organization and Management Processes in Distance Learning Environments: “An Applied Study”. Eur. J. Investig. Health Psychol. Educ. 2023, 13.

[37]. Santrock, J.W. (2012). Life – span development thirteenth edition, volume I. Jakarta: Erlangga

[38]. Setiana. (2015). Peer tutoring and catch programs are related to self-efficacy. National Seminar on Mathematics and Mathematics Education, Yogyakarta State University

[39]. Erliana, L., Kusumawati, D., & Widyastuti, I. (2015). A descriptive study of academic self-efficacy in XI students at SMA Negeri 14 Bekasi. Ubhara Journal of Psychology, 1(1)

[40]. Hendriana, H. Euis, R.E., & Sumarmo, U. (2017). Students' hard skills and soft skills in mathematics. Bandung: PT Refika Aditama

[41]. Mulyadi. (2021). Improving the learning achievement of Islamic religious education on the subject of faith in qodo' and qodar through the method of lightening the learning climate in class vi students in semester ii of Bringin, Badas sub-district, Kediri district for the 2017/2018 school year. Journal of the Educational Revolution, 1(1), 73 – 79.

[42]. Assor, A., Kaplan, H., & Roth, G. (2002). “Choice Is Good, but Relevance Is Excellent: Autonomy-enhancing and Suppressing Teacher Behaviors Predicting Students’ Engagement in Schoolwork.” British Journal of Educational Psychology, 72, 261–278.

[43]. Andriani, D., Huri, S., & Eve, L. (2019). The effect of the lightening the learning climate learning model on students' mathematical communication skills. SIGMA Journal, 5(1), 22 – 28

[44]. Samsudin, A.F. (2019). Mathematical literacy ability and self-efficacy of state junior high school students in Makassar City. Thesis. Yogyakarta State University

[45]. Fakhriyana, D., Mardiyana., & Aryuna, D.R. (2018). Analysis of mathematical literacy ability in solving problems of the program for international student assessment (PISA) model on the content of changes and relationships in terms of logical-mathematical intelligence of class IX students of SMP Muhammadiyah Surakarta special program. JPMM: Journal of Mathematics and Mathematics Education, 2(6), 421 – 434.

[46]. Warih, S.P.D., Parta, I.N., & Rahardjo, S. (2016). Analysis of the mathematical connection ability of class VIII students on the Pythagorean theorem material. Scientific Publications. muhammadiyah Surakarta university



21 Woodlands Close #02-10 Primz Bizhub Singapore 737854

Email:editorial_office@as-pub.com