Abstrakt
The purpose of this article is to specify whether there is any influence of school practices towards mathematics self-efficacy and mathematics outcomes. The studies about the effect of school practice on student achievement have a long history both domestically and abroad. However, the investigation of how the social context of school and practices affect student performance is not clear, especially in mathematics. To investigate this, I will chose al-touri secondary school where I teach as a case-study for my research. The instrument use for the article will be based on a questionnaire, which contains 2 sections. Section 1 will contain “School Level Environment Questionnaire” (SLEQ). Section 2 will contain “Mathematic Self-efficacy Questionnaire” (MSEQ). The mathematic scores of students will be taken for the first and second semester to compare between them and to see if there is a significant relationship between school practices and mathematics self-efficacy and mathematics outcomes. The findings indicate that there is a significant difference in students’ perception about their school practice and mathematic self-efficacy based on their achievement and according to ANOVA test, there is a relationship between school practices and mathematic self-efficacy. The result from this study can be generalized to the population of all schools in the Arab Sectors in Israel. Moreover, we can use the questionnaires obtained in the study to identify the strengths and weaknesses of schools in their teaching and learning process and to focus on improving their latter, at the same time maintaining the strength of their teaching strategies.
Bibliografia
Abu bakar N., Usaini M., The Influence of School Enviroment On Academic Performance ofSecondary School Students in Kuala Terenddanu, Malaysia International Conference on Empowering Islamic Civilization in 21th Century, University Sultan Zainal Abidin (UNiSZA), Malaysia 2015.
Aid Suraya M.D., Wan Zah W.A.N., Metacognition and Motivation in Mathematic Problem Solving, The International Journal of Learning, 2009, (15).
Ajzen L., Fishbein M., Attitude-behavior relations: a theoretical analysis and review of empirical research, Psychological Bulletin, 1977, (84).
Alamolhodayi S.H., Mathematics anxiety, Journal of Psychology and Educational Sciences, 2000, 5(1).
Anderson L., From chaos to community, 2004. Retrieved from https://www.tolerance.org/classroom-resources/tolerance-lessons/from-chaos-to-community.
Ashcraft M.H., Ridely K.S., Math anxiety and its cognitive consequences: a tutorial review, [In:] The Handbook of Mathematical Cognition, Ed. J.I.D. Campbell, Psychology Press, New York 2005.
Ayotolah A., Adedji T., The relationship between mathematics self-efficacy and achievement in mathematics, Procedural Social and Behavioral Sciences, 2009, (1).
Baloglu M., Kocak R., A multivariate investigation of the differences in mathematics anxiety, Personality and Individual Differences, 2006, (40).
Bandura A., Self-efficacy: Toward a unifying theory of behavioral change, Psychological Review, 1977, 84(2).
Brookover W., Beady C., Flood P., Schweitzer J., Wisenbaker J., School social system and student achievement – school can make a difference, Praeger, New York 1979.
Coleman J.S., Hoffer T., Kilgore S., Cognitive outcomes in public and private schools, Sociology of Education, 1982, 55.
Daemi M., Tahrir A., Zafarghandi A.M., The Relationship between Classroom Environment and EFL Learners Academic Self-Efficacy, International Journal of Education & Literacy Studies, 2017, 5(4).
Dorman J.P., Associations between classroom environment and academic efficacy, Learning Environments Research, 2001, 4(3).
Dorman J., Adams J., Associations between students’ perceptions of classroom environment and academic efficacy in Australian and British secondary schools, Westminster Studies in Education, 2004, 27(1).
Dorman J., Waldrip B., Fisher D.L., Classroom environment, students’ perceptions of assessment, academic efficacy and attitude to science: A LISREL analysis, In proceedings of the NARST 2006 Annual Meeting, National Association for Research in Science Teaching.
Fennema E., The Study of Affect and Mathematics: A Proposed Generic Model for Research, [In:] Affect and Mathematical Problem Solving, Eds. D.B. Mcleod, V.M. Adams, Cambridge University Press, New York 1989.
Freiberg H.J., Measuring school climate: Let me count the ways, Educational Leadership, 1998, 56(1).
Goose M., Brown R., Maker K., Delf-Efficacy in mathematics: Affective Cognition, Cognitive Domains of Functioning, Proceeding of the 21th Annual Conference of Mathematics Education Research Group of Australia 2008.
Hanke C.Y.C., A cross-national study of students’ perceptions of mathematics classroom environment, attitudes towards mathematics and academic self-efficacy among middle school students in Hong Kong and the USA (Doctoral dissertation, Curtin University), 2013, Retrieved from https://espace.curtin.edu.au/bitstream/handle/20.500.11937/2575/199177_Hanke%22014.pdf?sequence=2
Hanushek E.A., The economics of schooling: Production and efficiency in public schools, Journal of Economic Literature, 1986, 24.
Hauser R.M., Sewell W.H., Alwin S.F., High school effects on achievement, [In:] Schooling and achievement in American society, Eds. W.H. Sewell, R.M. Hauser, D.L. Featherman, Academic Press, New York 1976.
Helding K., What is happening in school (Doctoral dissertation, University of Curtin 2009).
Husu M.K., Wang S.W., Chiu K.K., Computer attitude statistics anxiety and self-efficacy on statistical software adoption behavior: an empirical study of online MSA Learners, Computer and Human Behavior, 2009, (25).
Johnson B., Stevens J.J., Student achievement and elementary teachers’ perceptions of school climate, Learning Environments Research, 2006, 2.
Lee V.E., Bryk A.S., A multilevel model of the social distribution of high school achievement, Sociology of Education, 1989, 62.
Lee V.E., Bryk A.S., Smith J.B., The organization of effective secondary schools, Review of Research in Education, 1993, 19.
Ma X., Xu J., The causal ordering of mathematics anxiety and mathematics achievement: a longitudinal panel analysis, Journal of Adolescence, 2004, 27.
May D., Mathematic Self-Efficacy and Anxiety Questionnaire (Doctoral dissertation, University of Michigan, 2009).
Mc Dill E.L., Rigsby L.C., Structure and process in secondary schools: the academic impact of educational climates, Johns Hopkins University Press, Baltimore 1973.
Opdenakker M.C., Damme J.V., Do school context, student composition and school leadership affect school practice and outcomes in secondary education? British Educational Research Journal, 2007, 33(2).
Pajares F., Self-efficacy beliefs in academic settings, Review of Educational Research, 1996, 66.
Pajares F., Overview of Social Cognitive Theory and Mathematical Problem Solving of Gifted Students, Contemporary Educational Psychology, 2002, (20).
Taat M., Rozrio G., The Influence of Learning Environment and Academic Self-Efficacy Towards Mathematics Achievement in Masterskill Global College Malaysia, International Journal of Arts and Commerce, 2015, 4(2).
Tapia M., Marsh G.E., An Instrument to Measure Mathematics Attitude, Academic Exchange Quarterly, 2004, 8(2).
Walsh K.A., The relationship among mathematics anxiety beliefs about mathematic, mathematics self-efficacy, and mathematic performance, Nursing Education Research, 2008, 29(4).
Wigfield A., Meece J.L., Math anxiety in elementary and secondary school student, Journal of Educational Psychology, 1988, 80.
Willms J.D., Social class segregation and its relationship to pupils examination results in Scotland, American Sociological Review, 1986, 51.
Yuksel-Sahin F., Mathematics anxiety among 4th and 5th grade Turkish elementary school students, International Electronic Journal of Mathematic Education, 2008, 3(3).
Zedan R., Bitar J., Environment learning as a predictor of mathematics self-efficacy and math achievement, American International Journal of Social Science, 2014, 3(6).