Open AccessExploring the Relationship between Self-efficacy and Mathematics Performance in Integral Calculus among Applied Science University Students
Author(s) -
Muhd Fadhil Nuruddin,
Che Noorlia Noor,
Aida Wati Zainan Abidin
Publication year - 2020
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1496/1/012018
Subject(s) - matriculation , mathematics education , affect (linguistics) , self efficacy , psychology , mathematics , social psychology , communication
Perceived self-efficacy refers to the people’s beliefs in their capabilities to exert control over their own functioning and over events that affect their live. Accessing student self-efficacy can provide educator with additional insight of students’ subsequent performance. Hence, this study examined the relationship between self-efficacy and mathematics performance among Applied Science university students. The sample consisted of first year Applied Science university students from two different backgrounds; matriculation and diploma. Students were given two sets of survey questionnaire which were developed by the authors to measure the students’ self-efficacy and their ability to solve the integral calculus questions. The questions were divided into four domains namely concept of calculus, translation from concept to formula, techniques of integration and recognition of functions. The findings from this study did not fully provide evidence to support the view that positive self-efficacy beliefs in mathematics increase mathematics performance since there was no significant impact on what the students perceived and what they actually scored. However, this study found out that if the aspects of self-efficacy were to be examined individually to see if there was any significant impact towards mathematics performance, it can be seen that Techniques of integration (r = 0.243, p < 0.05) and Recognition of function (r = 0.205, p < 0.05) were significant and positively related to mathematics performance to some extent. The study also showed that self–efficacy is correlated with all of the aspects of performance which the correlations values are as follows: Concept in Calculus (r = 0.730, p < 0.01), Translation from Concept to Formula (r = 0.705, p < 0.01), Techniques of integration (r = 0.852, p < 0.01) and Recognition of function (r = 0.773, p < 0.01). The results of this study can help the educators to evaluate and improve the effectiveness of the current mathematics teaching.