Year Four Pupils' Self Efficacy and Knowledge of Fractions
Efikasi Kendiri dan Pengetahuan dalam Topik Pecahan bagi Murid Tahun Empat
DOI:
https://doi.org/10.37134/jpsmm.vol11.1.7.2021Keywords:
self-efficacy, mathematical knowledge, fraction knowledge, gender, differential academic achievementAbstract
Competencies of primary school children in conceptual and procedural knowledge involving fractions need to be strengthened so that higher knowledge and skills in mathematics can be understood and learned effectively. Self-efficacy factors drive the ability of pupils to master something in the academic field. Thus, this study was conducted to determine the impact of gender and academic achievement on student's self-efficacy and fraction knowledge. In addition, the objective of the study was to determine the relationship between self-efficacy and pupils' fraction knowledge. A total of 128 year-four pupils from a school in Nilai consisting of 63 male pupils and 65 female pupils were selected using stratified random sampling techniques as respondents in this study. This survey was conducted using a self-efficacy questionnaire and fraction knowledge test. The results of the two-way ANOVA analysis showed that there were significant differences in self-efficacy based on gender and academic achievement. However, these two factors did not have a significant effect on the pupils' fraction knowledge. In addition, the findings also found positive relationships between self-efficacy and pupils' fraction knowledge. Research implications are also discussed.
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References
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