Open AccessThe influence of tutoring and learning motivation on mathematics achievement of junior high school students
Author(s) -
Emilianus Jehadus,
Maximus Tamur,
Jihe Chen,
Krisna Satrio Perbowo
Publication year - 2022
Publication title -
journal of honai math
Language(s) - English
Resource type - Journals
eISSN - 2615-2185
pISSN - 2615-2193
DOI - 10.30862/jhm.v5i1.206
Subject(s) - mathematics education , likert scale , academic achievement , psychology , test (biology) , scale (ratio) , student achievement , developmental psychology , paleontology , physics , quantum mechanics , biology
Many factors influence student academic achievement, including tutoring and learning motivation. This research aimed to describe the influence of tutoring and learning motivation on Year 8 students’ mathematics achievement in one of the junior high schools in Ruteng, Indonesia in the academic year of 2019/2020. This descriptive research with survey design involved 66 students. Data were collected by administering a student questionnaire consisting of 20 questions. The 5-point Likert scale questionnaire used in this research focused on two categories: tutoring and learning motivation. The final semester test scores were used as the data on students' achievement in learning mathematics. The results revealed that the two factors were positively related to students' mathematics achievement; both contributed to student achievement by 18.49%. These findings confirm that tutoring and students’ motivation from teachers or parents are essential because both mediate student achievement. These results provide meaningful knowledge about the importance of teachers or parents providing structured tutoring to support the mathematics achievement of junior high school students.