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Journal articles on the topic 'Student perception towards mathematics teacher'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Mohamad, Najichun, and Winarso Widodo. "Hubungan Persepsi Siswa Tentang Guru Matematika Dengan Hasil Belajar Matematika Siswa." Jurnal Psikologi Undip 15, no. 2 (2017): 139–46. https://doi.org/10.5281/zenodo.580474.

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The purpose of this study was to know the relationship between student perception towards mathematics teacher with mathematics academic performace. The population of the study were all students of class VIII SMPN 8 Cirebon in the academic year 2014/2015, with the number of students 287 people. The sampling technique used proportional random sampling, and the sample size was 56 students. Data collection techniques used: 1) Questionnaire of Perceptions towards Mathematics teacher, and 2) The results of student mathematics learning test. The result of correlation analysis show no significant corr

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Najichun, Mohamad, and Widodo Winarso. "HUBUNGAN PERSEPSI SISWA TENTANG GURU MATEMATIKA DENGAN HASIL BELAJAR MATEMATIKA SISWA." Jurnal Psikologi Undip 15, no. 2 (2017): 143. http://dx.doi.org/10.14710/jpu.15.2.143-150.

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The purpose of this study was to know the relationship between student perception towards mathematics teacher with mathematics academic performace. The population of the study were all students of class VIII SMPN 8 Cirebon in the academic year 2014/2015, with the number of students 287 people. The sampling technique used proportional random sampling, and the sample size was 56 students. Data collection techniques used: 1) Questionnaire of Perceptions towards Mathematics teacher, and 2) The results of student mathematics learning test. The result of correlation analysis show no significant corr

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3

G.C., Laxmi. "Reasons of Demotivation and Perception towards Mathematics." Educational Journal 2, no. 2 (2023): 123–27. http://dx.doi.org/10.3126/ej.v2i2.61702.

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We have always been motivated as teachers to blame low-performing students by claiming that they have negative attitudes toward mathematics, but we are rarely interested in investigating the reasons for their negative attitudes toward mathematics. The goal of this case study was to look into the reasons why low-performing students have a demotivation attitude toward mathematics. The objective of this case study was to analyze the reasons for having demotivation of mathematics among the low-performing students. A low-performing student in mathematics was selected purposively based on her perfor

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Sulaiman, Norliyah, and Ahmad Fauzi Mohd Ayub. "Teacher’s perception towards teaching and learning practice based on HOTs in mathematics." Contemporary Mathematics and Science Education 4, no. 1 (2023): ep23015. http://dx.doi.org/10.30935/conmaths/13074.

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Teaching and learning practice based on higher thinking order skills (HOTs) in mathematics is a critical approach to developing thinking skills among teachers and students in the classroom. It will help increase students’ performance and encourage acceptance and attitude. This study aims to know the teacher simulation on getting student responses and their reactions; to know the using of non-routine questions, the impact of applying and implication to the student’s mind development; and to understand the acceptances and attitudes of the student. This study was conducted using a qualitative app

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Panes, Annalou B., and Teresita A. Falle. "Level of Teaching Practices in Mathematics in Relation to Indigenous Students’ Academic Performance in Selected Schools in Zambales SY 2019-2020." International Journal of Multidisciplinary: Applied Business and Education Research 2, no. 11 (2021): 1021–32. http://dx.doi.org/10.11594/10.11594/ijmaber.02.11.04.

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The study revealed that the teacher-respondent is in her early adulthood, bachelors’ degree holder and attended few numbers of training relevant to teaching IP students. The teacher-respondents assessed “Always Practiced” on the dimensions of teaching Mathematics strategies among IP students. The students assessed “Always Practiced” on the dimensions of teaching Mathematics strategies among IP students. The IP students were rated “Satisfactory” in both Mathematics subjects Algebra and Geometry. There is significant difference on the perception towards dimensions on teaching Mathematics strateg

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Zulkarnaen, Rafiq. "EFEKTIVITAS PEMBELAJARAN MATEMATIKA SECARA DARING DITINJAU DARI SELF-DETERMINATION." JPMI (Jurnal Pembelajaran Matematika Inovatif) 5, no. 2 (2022): 355. http://dx.doi.org/10.22460/jpmi.v5i2.10244.

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Online mathematics learning is able to facilitate curriculum demands in the Covid-19 pandemic, but the impact on student motivation is always ignored. This study aims to examine the relationship between student self-determination in the teacher's perspective and teacher self-determination towards online learning, either partially or simultaneously. A descriptive-correlational survey design was used in this study, with five mathematics teachers in Junior High Schools in Bandung as subjects, which were taken by convenience sampling. Questionnaires and unstructured interviews were used in this st

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Al-Abed, Adnan S. "Student-Teachers’ Beliefs towards Learning Mathematics and Beliefs of Mathematics Teaching Efficacy and their Relation to their Perception of the Development of Pupils’ Understanding of Mathematics." Journal of Educational and Psychological Studies [JEPS] 14, no. 3 (2020): 572–83. http://dx.doi.org/10.53543/jeps.vol14iss3pp572-583.

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The present study aimed at investigating the student-teachers’ beliefs towards learning mathematics, and beliefs of mathematics teaching efficacy and their relation to their perception of the development of pupils’ understanding of mathematics. Three measures were used in this study: The beliefs towards learning mathematics, the mathematics teaching efficacy beliefs, and the mathematics teacher's perception of the development of pupils’ understanding. Validity and reliability were established. A sample of student-teachers participated in the study. The results of the study showed that the more

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Al-Abed, Adnan S. "Student-Teachers’ Beliefs towards Learning Mathematics and Beliefs of Mathematics Teaching Efficacy and their Relation to their Perception of the Development of Pupils’ Understanding of Mathematics." Journal of Educational and Psychological Studies [JEPS] 14, no. 3 (2020): 572. http://dx.doi.org/10.24200/jeps.vol14iss3pp572-583.

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The present study aimed at investigating the student-teachers’ beliefs towards learning mathematics, and beliefs of mathematics teaching efficacy and their relation to their perception of the development of pupils’ understanding of mathematics. Three measures were used in this study: The beliefs towards learning mathematics, the mathematics teaching efficacy beliefs, and the mathematics teacher's perception of the development of pupils’ understanding. Validity and reliability were established. A sample of student-teachers participated in the study. The results of the study showed that the more

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Mathur, Garima, Navita Nathani, Abhay Singh Chauhan, Silky Vigg Kushwah, and Majdi A. Quttainah. "Students’ Satisfaction and Learning: Assessment of Teaching-Learning Process in Knowledge Organization." Indian Journal of Information Sources and Services 14, no. 1 (2024): 1–8. http://dx.doi.org/10.51983/ijiss-2024.14.1.3798.

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This study aims to assess parameters like student perception and student satisfaction towards the interactive teaching-learning process (TLP), which may help teachers at different educational levels to teach more effectively. The teaching-learning process included general regulatory teaching, teacher preparation for learning, regulatory assessment, and student perception and planning for learning. A questionnaire was administered to a sample of classes 11th and 12th with various streams, including Mathematics, Biology, and Commerce as their majors in Central India. This study examined the impa

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Özdemir, Sarem, and Azize Ummanel. "Perceptions and attitudes of preschool teacher candidates towards mathematics." International Journal of Innovative Research in Education 3, no. 1 (2016): 01. http://dx.doi.org/10.18844/ijire.v3i1.473.

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This study aims to explore perceptions and attitudes of pre school teacher candidates towards mathematics. 200 students who are studying in Cyprus International University, Girne American University and Near East University have participated in this research. Data gathering tool was developed by inspiring Macnab and Payne’s scale, that was developed in 2003. SPSS 18.0 statistical programme and content analyses methods were used to analyze the data. Results were evaluated under different headings and disscussed. Keywords: Mathematics teaching, pre school, perception and attitude

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Imron Fauzi, Frisa Dewi Mardarani, Agustian Anggraeni, Muhammad Usamah, and Karmila Utami. "Persepsi Guru Matematika dalam Penggunaan Media Manipulatif Materi Perbandingan pada Karakter Siswa." Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika 12, no. 1 (2022): 37–60. http://dx.doi.org/10.36456/buanamatematika.v12i1.5465.

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In the learning process, the teacher has an obligation to be able to share attention and supervision to students, especially in using manipulative materials. Giving more supervision by the teacher in the use of manipulative materials is very necessary. In this study, has the aim of knowing the perception of mathematics teachers in the use of manipulative mathematics teaching materials with comperative material on students to improve character. Any research that uses descriptive qualitative methods from the perception through mathematics teachers which produces research data with a very good re

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Ekpenyong, E. I. Ogar R. O. Obogo E. O. &. Unoh E. O. "An Investigation on Perception of Teaching Practice Exercise among Mathematics Education Students in Cross River State, Nigeria." Zamfara International Journal of Education 4, no. 1 (2024): 310–16. https://doi.org/10.5281/zenodo.12737742.

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This study adopted descriptive survey research design to investigate the perception of teaching practice exercise among Mathematics education students in public University in Cross river State, Nigeria. It was guided by two research questions and two corresponding null hypotheses guided the study.  The population of 410 (195 male and 215 female) final year   final year science education students during the 2021/2022 academic year in both University of Calabar and Cross River State University who were selected through census approach were used sample for the study. One

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Yeni Fitriya. "Students’ Mathematical Disposition and Resilience: An Analysis of Student Perceptions in Numbers and Algebra Courses." Journal of Electrical Systems 20, no. 5s (2024): 1480–87. http://dx.doi.org/10.52783/jes.2479.

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Mathematics not only emphasizes the mastery of concepts and principles, but mathematics also has a mission to build student affection through mathematical disposition and resilience. Not only elementary students but also college students have the potential to have a negative attitude toward mathematics. If this happens, the dynamics of affection in mathematics learning must be questioned. To further the investigation, this study aims to analyze the perceptions of primary teacher education students from Sanata Dharma University in the Numbers and Algebra Course terms in the context of mathemati

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Owston, Ronald D., Margaret Sinclair, and Herbert Wideman. "Blended Learning for Professional Development: An Evaluation of A Program for Middle School Mathematics and Science Teachers." Teachers College Record: The Voice of Scholarship in Education 110, no. 5 (2008): 1033–64. http://dx.doi.org/10.1177/016146810811000503.

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Background Improving the subject matter knowledge and pedagogical skills of teachers of mathematics and science is a key priority for many jurisdictions. Blended learning is a promising, yet so far seldom used model for supporting teacher professional development. This model combines the advantages of traditional face-to-face interaction with the flexibility of online learning. Purpose In this study, we examine two one-year professional development programs for middle-school mathematics and science/technology teachers that employed blended learning. The goal of our research was to understand h

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Karadaar, Ishmael, Abraham Okrah, Patrick Mensah, Joseph Jnr, and Bismark Ansu. "Gender Dynamics in High School Mathematics Education: Impact of Teachers and School Environment on Female Students Attitudes and Achievement." American Journal of Education and Information Technology 8, no. 1 (2024): 39–48. http://dx.doi.org/10.11648/j.ajeit.20240801.15.

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This study investigates the impact of teacher gender and school type on the attitudes and academic performance of female high school students in mathematics. Utilizing a sample of 262 final-year high school girls and 10 mathematics teachers from both mixed-gender and single-sex schools in the Sunyani West District located in Ghana, the study employs surveys and achievement tests to gather quantitative data. Statistical analyses reveal several key findings. Male and female teachers shared similar beliefs regarding female students in general. Significant differences emerged in perceptions of stu

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Kabbah, Samuel Kwasi, Saviour Kofi Kabe, Julius Kudjo Ametepey, Ernest Frimpong Akosah, and Bernice Yawa Tsitsia. "Examining pre-service teachers’ attitudes towards mathematics teaching and learning." Mediterranean Journal of Social & Behavioral Research 7, no. 3 (2023): 169–76. http://dx.doi.org/10.30935/mjosbr/13402.

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The study examined pre-service teachers’ perceptions of learning mathematics. The study involved a total of 482 teacher-trainees from chosen colleges of education in Ghana. The study’s methodology was quantitative. With the help of a structured survey questionnaire, the main data was gathered. The questionnaire was broken down into four sections (or constructs), including the students’ self-sufficiency in learning mathematics, their perception of how learning mathematics has affected them, their concerns about learning mathematics, and their evaluations of Mathematics teaching. The constructs’

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Anyagh, Paul Igber, Onoge Honmane, and Joshua Abah Abah. "Secondary School Students' Perception of Teachers' Attitude towards Learning in Mathematics in Wukari Metropolis, Taraba State, Nigeria." International Journal of Research and Review 5, no. 5 (2018): 69–75. https://doi.org/10.5281/zenodo.1248835.

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This study was designed to investigate secondary school students’ perception of their teachers’ attitude towards them in the learning of mathematics. The study adopts a survey research design on a sample of 242 Senior Secondary School Two (SSS2) students randomly drawn from a population of 1210 SSS2 students in Wukari Metropolis, Taraba State, Nigeria. The analysis of data obtained via the researcher-developed questionnaire indicates that teachers have displayed negative attitude towards their students in the learning of mathematics. The results implied that students’ mathema

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Dawadi, Shiva Datta. "Perception of Teachers towards the Use of Instructional Materials in Teaching Mathematics at Secondary Level." Curriculum Development Journal, no. 42 (December 4, 2020): 57–64. http://dx.doi.org/10.3126/cdj.v0i42.33213.

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The major objective of the study is to identify the perception of mathematics teachers towards the use of instructional materials in teaching mathematics for the students of secondary level and to compare their perceptions on the basis of their teaching experience. The study has adopted descriptive survey design. A set of the questionnaire with 24 statements regarding the use of instructional materials in teaching mathematics was the tool for collecting the data. The statements in the questionnaire were categorized into four categories as availability, appropriateness, self-confidence in using

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Mata, Maria de Lourdes, Vera Monteiro, and Francisco Peixoto. "Attitudes towards Mathematics: Effects of Individual, Motivational, and Social Support Factors." Child Development Research 2012 (October 4, 2012): 1–10. http://dx.doi.org/10.1155/2012/876028.

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This paper aims to understand how certain different but interrelated variables such as background, motivation, and social support could lead to an explanation of student attitudes towards math and to an understanding of the defining characteristics of these attitudes in the school environment. Participants consisted of 1719 Portuguese students, from fifth-to-twelfth grade. The study utilizes an adaptation of the “Intrinsic Motivation Inventory” assessing main determinants of intrinsic motivation. One section of the questionnaire—“In my Math Class”—also assesses student perceptions of teacher a

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Hernández Suárez, César Augusto, Gerson Adriano Rincón Álvarez, and Raquel Fernández Cézar. "Factores subyacentes en las actitudes de los estudiantes hacia las matemáticas: un análisis factorial y sus implicaciones educativas." Revista Perspectivas 8, no. 2 (2023): 69–84. http://dx.doi.org/10.22463/25909215.4363.

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Attitudes towards mathematics influence student performance and subsequent choices in scientific studies, necessitating their in-depth understanding. These attitudes can be influenced by various factors and are not limited solely to the understanding of mathematical concepts; they are also shaped by internal and external factors. Therefore, this study aims to analyse students' attitudes in relation to mathematics, as well as the existence of possible underlying factors of these attitudes. An exploratory investigation has been conducted using a sample of students from basic and secondary educat

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Oktavianty, Erwina, and Syaiful B. Arsyid. "Analysis of the attitudes and perceptions of prospective science teacher students towards stem learning." Jurnal Pendidikan Informatika dan Sains 13, no. 1 (2024): 65–74. http://dx.doi.org/10.31571/saintek.v13i1.7072.

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This research aims to analyze the attitudes and perceptions of prospective science teacher students in STEM (Science, Technology, Engineering and Mathematics) learning. This research uses a survey method and is analyzed descriptively to get a true picture. The sample in this study was 62 students consisting of physics education, chemistry education and science education study programs from 4 universities in the West Kalimantan region. Data analysis was carried out qualitatively based on the results of distributing a questionnaire on attitudes and perceptions of prospective science teacher stud

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Pokhrel, Maheshwor. "Exploring Challenges Towards Learning Mathematics Among Secondary School Students in Nepal." Academic Journal of Mathematics Education 6, no. 1 (2023): 20–32. http://dx.doi.org/10.3126/ajme.v6i1.63784.

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Mathematicians had been concerned with everyday problems. However, today's students are uninterested in learning mathematics. The main objective of this research is to identify students' challenges to learning mathematics. Employing an interpretative research paradigm, the study utilizes a narrative research design involving eight students from public and private schools in the Kaski district. To achieve the research objective, in-depth interviews were conducted with research participants. I had narrated views about challenges towards learning mathematics from my participants. After analysis a

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Acharya, Umesh. "Mathematics Teachers' Perception Towards Educational Technology Integration: Mahendra Ratna Campus Tahachal." Pragyaratna प्रज्ञारत्न 5, no. 1 (2023): 174–82. http://dx.doi.org/10.3126/pragyaratna.v5i1.59286.

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Integrating educational technology in mathematics education has emerged as a transformative force revolutionizing traditional teaching/ learning(T/L) practices. Understanding mathematics teachers' perceptions regarding technology integration is vital in fostering successful adoption and implementation in their T/L practice. Utilizing a structured questionnaire with Likert-scale items, the study gathered data on teachers' perceptions of technology's effectiveness and its impact on student learning outcomes. The findings revealed highly positive perceptions among mathematics teachers, with mean

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Togah, Frederick Kwasi, Dora Kissi, Emmanuel Larbi Ayetey, Seth Ntow Akyea, and Samuel Kwasi Kabbah. "The Influence of Senior High School Mathematics Teachers’ Demographic Variables on their Self-Efficacy in Teaching." Integrated Journal for Research in Arts and Humanities 2, no. 5 (2022): 144–51. http://dx.doi.org/10.55544/ijrah.2.5.23.

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Teachers' self-efficacy is teachers' ideas in their ability to successfully manage the tasks, responsibilities, as well as obstacles associated with their professional activity, plays a crucial role in influencing academic outcomes e.g., students' achievements as well as motivation and wellness in the working environment. The perception students have towards mathematics as a subject is one of the key concerns in educational stakeholder's desire to find a lasting solution to the issue of low grades in the subject and lack of interest in mathematics. Many teachers are reported to dislike, fear,

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Dermawanti, Devina Dewi, and Rina Marlina. "ANALYSIS OF GRADE VII STUDENTS' SELF-CONCEPT IN LEARNING MATHEMATICS." EMTEKA: Jurnal Pendidikan Matematika 6, no. 1 (2025): 114–25. https://doi.org/10.24127/emteka.v6i1.7534.

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The purpose of this study was to determine the mathematical Self-Concept of students in grade VIIwho are involved in learning mathematics at SMP Negeri 4 Cibitung. Self-Conceptplays an important role in the learning process, especially in mathematics, because it is closely related to students' confidence in their analytical abilities.closely related to students' confidence in their analytical abilities. This researchused a qualitative approach with descriptive method, consisting of 36 students. Datawere collected by using non-test instruments in the form of questionnaires that includedseveral

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Amoako, Atta Ohene Solomon, Nurideen Suraj, Yeboah John Boamah, and Bawah Rashid. "Exploring the Perceptions and Interest of Senior High School Students' Achievement in Mathematics at Adansi-North, Ghana." International Journal of Novel Research in Physics Chemistry & Mathematics 11, no. 1 (2024): 33–49. https://doi.org/10.5281/zenodo.10893967.

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<strong>Abstract:</strong> The study aimed to investigate perception and interest on Senior High School student’s achievement in mathematics. Three public Senior High Schools in the Adansi North District were selected and analyzed using a quantitative technique. The research study employed Constructivism and Theory of Planned behavior (TPB) frameworks. The study involved three hundred (300) Form three (3) students, with hundred (100) students from each school. Primary data was collected through questionnaires and employed descriptive and inferential statistics. The study found that vario

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Saidi, Siti Maisarah, Sian Hoon Teoh, Parmjit Singh Aperapar Singh, and Heri Retnawati. "The Relationship between Teachers’ Personalities and Students’ Attitudes." Jurnal Pendidikan Sains dan Matemaitk Malaysia 14, no. 1 (2024): 61–70. https://doi.org/10.37134/jpsmm.vol14.1.6.2024.

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Teachers have a fundamental influence on students' academic achievements and attitudes towards learning. However, understanding the extent of teachers' effects on students’ attitudes requires further exploration, particularly given the importance of inner educational components in the digital age. This study investigates the connection between teachers' personalities and students' attitudes. Through a quantitative approach, data was collected via questionnaires from 118 randomly selected students in a public school. The survey assessed students' perceptions of mathematics teachers' personaliti

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SOUZA, Meire Nadja Meira de, Juliana Alves Lopes dos SANTOS, and Geraldo Eustáquio MOREIRA. "UNDERGRADUATE STUDENTS' PERCEPTIONS OF MATH TEACHING IN THE LIGHT OF INITIAL TRAINING WITH PRACTICAL WORKSHOPS." Boletim de Conjuntura (BOCA) 16, no. 48 (2023): 420–42. https://doi.org/10.5281/zenodo.10431608.

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This research is based on obtaining the perceptions of undergraduate students about the teaching of mathematics in the light of initial training with practical workshops held at the University of Brasilia (UnB), offered to undergraduates in the Pedagogy and Mathematics courses. The research, which took a qualitative and exploratory approach, used a questionnaire as its main instrument during the Mathematics Education course in initial teacher training. The undergraduates were asked about their gaps in mathematical knowledge and the contribution of the reflections proposed in the context of the

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Koyuncu, İlhan. "Investigation of Mathematics-Specific Trend Variables in PISA Studies with Neural Networks and Linear Regression." Journal of Curriculum and Teaching 9, no. 4 (2020): 40. http://dx.doi.org/10.5430/jct.v9n4p40.

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This study aimed to examine the importance levels of mathematics-specific trend variables in PISA (Programme for International Student Assessment) 2003 and 2012 in predicting mathematics performance across years with a two-step analysis method. The sample of the study was 9703 Turkish students (N2003=4855 and N2012=4848) selected by clustered and systematic sampling methods. As data analysis methods, multilayer perceptron and radial basis functions techniques of artificial neural networks and multiple linear regression were used. In the two-step analysis, first, the least erroneous model was s

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Karnasih, Ida, and Wahyudi Wahyudi. "Exploring Student Perceptions on Teacher-Students Interaction and Classrooms Learning Environments in Indonesian Mathematics Classrooms." Southeast Asian Mathematics Education Journal 2, no. 1 (2012): 89–125. http://dx.doi.org/10.46517/seamej.v2i1.20.

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Research studies in education that focus on classrooms and school-level learningenvironments have escalated and produced promising findings that lead to enhancement of the teaching and learning process. The present study reports on the research findings on associations between students’ perceptions of their teacher interaction, classroom learning environment and students’ outcomes. A sample of 946 students from 43 classes in Indonesia schools completed a survey including the Questionnaire on Teacher Interaction (QTI), What is Happening in This Class (WIHIC) and a scale relating to their attitu

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Valdez, Ma Theresa Christine C., and Lea D. Maderal. "An Analysis of Students’ Perception of Online Assessments and its Relation to Motivation Towards Mathematics Learning." Electronic Journal of e-Learning 19, no. 5 (2021): pp416–431. http://dx.doi.org/10.34190/ejel.19.5.2481.

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Assessing student performance is a challenge faced by most educational institutions during this time when conducting in-campus classes is affected by the pandemic. Use of online assessments to determine student performance is gaining wider acceptance over the traditional paper-and-pen type as it allows evaluation of what the students learned despite the lack of physical classroom interaction. Although there are studies that examine student perceptions about online learning in general, only a few focus on assessments especially those that consider its relation to affective aspects of learning.

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Sapkota, Hari Prasad. "Perception and Experience of Teachers in Implication of Inductive and Deductive Methods in Mathematics Classes." Journal of Mathematics Education 5, no. 1 (2023): 29–40. http://dx.doi.org/10.3126/jme.v5i1.60848.

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This paper aims to explore the teachers’ experiences and perceptions towards the implication of inductive and deductive methods in mathematics classes at the primary level. The inductive method is the beginning of all mathematics and derives the formula; the deductive method is the continuity of it and implements those formulas. This article is based on a phenomenological research method under qualitative design, focusing on the lived experience of four primary mathematics teachers on the ‘implementation of inductive and deductive method’ in elementary mathematics classes and their perceptions

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Tiatri, Sri, Christina Veronica, Claudia Fiscarina, et al. "ELEMENTARY SCHOOL TEACHERS' PERCEPTIONS OF CRITICAL THINKING IN STEM LEARNING." International Journal of Application on Social Science and Humanities 1, no. 1 (2023): 648–58. http://dx.doi.org/10.24912/ijassh.v1i1.25924.

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The character development of Indonesian students is directed towards teaching students to form critical thinking skills. In forming critical thinking skills, one of the parties that play an important role is the teacher. In addition to critical thinking skills, the competencies that students are expected to master include Science, Technology, Engineering, and Mathematics (STEM). However, there is little research on teachers regarding critical thinking in STEM learning despite it is the teachers who are expected to teach this skill to students. This study aims to determine the teacher's percept

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Damanhuri, Damanhuri, and Yuyu Yuhana. "The HUBUNGAN PERSEPSI MAHASISWA TERHADAP MATA KULIAH DENGAN PRESTASI BELAJAR PENDIDIKAN KEWARGANEGARAAN." Pro Patria: Jurnal Pendidikan, Kewarganegaraan, Hukum, Sosial, dan Politik 7, no. 1 (2024): 11–20. http://dx.doi.org/10.47080/propatria.v7i1.2930.

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ABSTRACT Citizenship Education (PKn) has a very important role, through Civics courses it is hoped that it will be able to form students who have national insight and homeland ideals. The purpose of this research is to determine the relationship between student perceptions of courses and Civics learning achievement. The research hypothesis is that there is a relationship between student's perceptions of the course and their civics learning achievement. The method in this research is a survey using correlation techniques. The entire research population consisted of 1st-semester students i

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Karyana, Septian, and Elly Herliani. "Perception and Motivation of Female and Male Students Toward STEM in Indonesia." SEAQIS Journal of Science Education 1, no. 1 (2021): 18–26. http://dx.doi.org/10.58249/sjse.v1i1.24.

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The aim of this research is to find out the differences of male and female lower secondary school students on the aspects of perception, motivation, and interest in the field of STEM. The sample of this study consists of 370 middle school students in various province in Indonesia who had experience in STEM learning with teacher who had participated SEAQIS STEM training. The instrument used in this study was five scales Likert of SEAQIS STEMs Survey (SS-STEMs), which cover perception and motivation toward Science, Technology and Engineering as well as Mathematics. The instrument was validated b

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Pokhrel, Maheshwor. "Exploring Factors Contributing to Indifference Towards Learning Mathematics Among Secondary School Students in Nepal." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 15, no. 1 (2024): 51–60. http://dx.doi.org/10.61841/turcomat.v15i1.14355.

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Abstract   Mathematics is a compulsory subject at the school level in Nepal, deemed essential for everyday life and higher studies, particularly in the fields of science and technology. However, there is a noticeable apathy among students when it comes to learning mathematics. This qualitative research aims to identify the factors that contribute to this indifference towards learning mathematics. Data was collected through in-depth interviews with four participants from both public and private schools, all enrolled in the tenth grade. Analysis and interpretation of the data reveale

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Acosta Marino, Alex Andres, Angelica Alexandra Cobena Cedeno, Myrian Lastenia Peralta Jimenez, Tania Lisseth Rosado Garcia, and Mari Magdalenta Chancay Chancay. "Digital tools and the learning of mathematics in basic education." Minerva 6, no. 17 (2025): 29–38. https://doi.org/10.47460/minerva.v6i17.191.

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In this work, the impact of digital tools on the learning of mathematics in basic education students was evaluated. The methodology combined qualitative and quantitative approaches, using surveys to collect data on the accessibility, usability, effectiveness, and security of digital tools, as well as on math performance. The results indicated that, although students have access to and frequently use digital tools, the perceived effectiveness is moderate due to the lack of teacher training. The perception of security and confidence in these tools varies, and the attitude towards learning mathem

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Dzinovic, Vladimir. "Mathematics and science teachers’ beliefs about innovations in teaching: A qualitative study." Zbornik Instituta za pedagoska istrazivanja 49, no. 1 (2017): 31–54. http://dx.doi.org/10.2298/zipi1701031d.

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The paper explores the ways in which mathematics and science teachers in one primary school perceive innovations in teaching that they implemented during inservice training. We started from the recent findings pointing to the prevailing perceptions of obstacles and an anxious and antagonistic attitude of teachers towards innovations. Hence, the aim of our research was to see whether we would obtain similar findings with the teachers who attended a training course for implementing innovations within the Trefoil project. Research participants were seven teachers. We analysed their conversations,

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Asomah, Richard Kyere, Millicent Narh-Kert, Sakara Abdul-Malik, Justice Enu, and Anthony Koomson. "Evaluation of students’ performance in elective mathematics: The effect of high school students’ perceived difficulty of the subject." International Journal of Educational Innovation and Research 3, no. 2 (2024): 241–58. http://dx.doi.org/10.31949/ijeir.v3i2.9254.

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Perception has been attributed as a major cause of students' weakness in mathematics. Hence, this study evaluates its effect on student’s performance in the area of mathematics as an elective subject in some selected Senior High School (SHS) in Ghana. Mixed method research design that employed questionnaire with closed-ended and open-ended items were used in the collection of the data. Stratified sampling technique was used in selecting 300 students as sample for the study. Descriptive statistics and Multiple regression were used to analyse the quantitative data. Again, thematic analysis was u

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Takyi, Emmanuel, and Akwaboah Sumaila. "The Effect of Peer Tutoring on Students’ Mathematics Achievement: Mediating Roles of Students’ Perception of Mathematics and Students’ Engagement." International Journal of Research and Innovation in Social Science IX, no. VI (2025): 36–49. https://doi.org/10.47772/ijriss.2025.90600004.

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Humans learn best when they repeat the same behavior multiple times, according to numerous research (Jennifer 2015; Kang, 2016). It implies that students learn more effectively and retain information longer when teachers create a supportive learning environment where students may practice and repeat topics meaningfully while getting positive feedback. According to Dada et al., (2023), Active-learning pedagogies aim to include students in the development of knowledge and shift classroom learning toward a more self-personal approach. This setting is different from a standard lecture, which depen

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Pokharel, Thakur Prasad. "Teachers’ Perception on Reducing Students’ Enrollment at University level in Mathematics in Nepal." Journal of Business and Management 7, no. 01 (2023): 158–69. http://dx.doi.org/10.3126/jbm.v7i01.54560.

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Background: Students' enrollment taking mathematics as a major subject has decreased at the university level in recent years. Difficulty in subject matters, the attitude of students, the learning environment, uses of mathematics knowledge in real life, and existing evaluation systems could influence learners' enrollments at the university level. The purpose of this study is to identify causes for reducing the learners' enrollment at a higher level in mathematics. Objective: This study desires to investigate the perception of teachers on the dependent variable as a reduction of students' enroll

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Annurwanda, Pradipta, and Rahmat Winata. "STUDENTS’ PERCEPTION TOWARDS THE USE OF GOOGLE CLASSROOM FOR MATHEMATICS ONLINE LEARNING VIEWED FROM STUDENTS’ READINESS." Kalamatika: Jurnal Pendidikan Matematika 6, no. 2 (2021): 195–206. http://dx.doi.org/10.22236/kalamatika.vol6no2.2021pp195-206.

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Google Classroom is an online learning app that can be used for free and offers many features to support the online learning system and the implementation of Google Classroom must consider the students' readiness in accessing Google Classroom because many students have difficulty in the learning process, which affects the decline in student assignments and exam scores. The purpose of this study was to describe students’ perception towards the use of Google Classroom in mathematics learning in terms of students' readiness to take online learning. This study was conducted using a survey on 91 ma

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ÇAKIROĞLU, Nuray, and Mutlu PİŞKİN TUNÇ. "Middle school students’ experiences and perceptions about flipped classroom applications used in geometry lessons." Acta Didactica Napocensia 15, no. 2 (2022): 26–42. http://dx.doi.org/10.24193/adn.15.2.3.

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The purpose of the study was to investigate the experiences and perceptions of middle school students about the flipped classroom applications used in geometry lessons. The research was designed as a case study. Data were collected through field notes, focus group interviews, and semi-structured interviews. The sample consisted of 26 eighth-grade students studying in a state middle school in Turkey. Within the scope of the flipped classroom, lecture videos and summaries, multimedia activities, and exercises were sent to the students through the Education Information Network (EIN) lesson module

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Et. al., Osman Sirajeldeen Ahmed ,. "Teacher’s awareness to develop student cyber security: A Case Study." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 10 (2021): 5148–56. http://dx.doi.org/10.17762/turcomat.v12i10.5297.

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This study aims to investigate the awareness level among school teachers of their students’ cybersecurity. The teachers’ perception of their students’ cybersecurity awareness was examined based on a case study of the emirate of Ajman private schools in UAE. A survey was conducted of a sample of school teachers at 29 private schools in Ajman. Stratified random sample for schools in the Emirate of Ajman have been used and then a systematic random sample of 172 teachers in the schools were chosen as the target population representation. Results of the study indicate that the level of awareness of

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Adhikari, Khadak Raj. "Students’ Reflection in the Virtual Classroom." Academic Journal of Mathematics Education 5, no. 1 (2022): 33–37. http://dx.doi.org/10.3126/ajme.v5i1.54558.

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The main objective of this research was to increase the students’ interaction and find the effectiveness of online class from the students’ perspectives. The action research methodology has been applied during Covid-19 period when the mode of instruction was fully virtual. A survey was conducted at the end of the year to find the perception of students towards online classes. The sample consists of 83 students of grade 9 from Kaski district who had been studying mathematics by virtual mode. The main problem was that there was very little interaction between the teacher and the students in the

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Mat Salleh, Muhamad Furkan, Nurul Akmal Md Nasir, and Mohamad Hisyam Ismail. "STEM Facilitators Training Programme: Trainee Teachers’ Perceptions of the Impact on their Personal Growth as Future Teachers." Asian Journal of University Education 16, no. 3 (2020): 281. http://dx.doi.org/10.24191/ajue.v16i3.11091.

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This study was conducted to find out the perceptions of Science and Mathematics trainee teachers on STEM Facilitator Training Program (SFTP) and to examine the impacts of SFTP on their personal growth as future teachers. The study employed a mixed-method design in which the data of the study were gathered through a short survey and group interview. The number of samples used for each method was dissimilar. 125 samples were selected by using stratified random sampling to answer the survey. The reliability of instruments used was determined by Cronbach’s alpha coefficient = 0.944 > 0.6. indic

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Mensah, Patrick Akwasi Anamuah, Emmanuella Kyeremaah, Bismark Ansu, Ishmael Besing Karadaar, and Joseph Gurah Junior. "Improving Girls’ Participation in Mathematics at Dormaa Akwamu R/C Primary Three (3) Using Motivational and Gender – Sensitive Approaches." Journal of Tertiary Education and Learning 2, no. 2 (2024): 15–25. http://dx.doi.org/10.54536/jtel.v2i2.2970.

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This study used motivational and gender-sensitive approaches to improve the participation of girls in mathematics at Dormaa Akwamu R/C Primary School, with a specific focus on three basic (3) pupils. The research utilized an action research approach and qualitative research design, and employed convenient and purposive sampling methods to gather data. The data was collected using observation, test, and interview methods, and was analyzed using descriptive statistics such as frequencies and percentages. The accessible population for the study was 27 pupils in Basic three (3). The study revealed

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Rustam, Bistari, and Metia Novianti. "Mathematics Teachers' Perceptions Towards Geometry Teaching Methods in Relation to Technological Transformations." Mosharafa: Jurnal Pendidikan Matematika 13, no. 2 (2024): 349–60. https://doi.org/10.31980/mosharafa.v13i2.1661.

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Penelitian ini bertujuan untuk mendeskripsikan persepsi guru matematika terhadap konsep geometri serta pembelajarannya dengan transformasi teknologi pada SMP Kalimantan Barat. Tantangan integrasi teknologi dalam pengajaran geometri masih sering dihadapi guru, terutama dalam konteks pengajaran yang membutuhkan visualisasi dan pemahaman spasial yang mendalam. Metode penelitian yang digunakan adalah penelitian kualitatif dengan pendekatan deskriptif. Pengumpulan data dilakukan dengan membagikan tes melalui pada 127 guru, sementara analisis data dilakukan secara deskriptif kualitatif. Hasil peneli

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Ebire, F. A. "TEACHERS PERCEPTION OF THE USE OF ICT AS AN INSTRUCTIONAL TOOL IN SCIENCE AND MATHEMATICS IN NIGERIA SECONDARY EDUCATION." Open Journal of Educational Development (ISSN: 2734-2050) 1, no. 2 (2020): 13–26. http://dx.doi.org/10.52417/ojed.v1i2.147.

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The lagging performance of students in science and mathematics in West African Senior School Certificate Examination (WASSCE) points to a serious challenge requiring the intervention of the government, as we know; education is the bedrock of any nation. The application of ICT tools in teaching science and mathematics in Nigeria can be said to have minimally improved student performance in recent times. Though the government of Nigeria has made a laudable effort in these regards; it has little or no impact in teaching science and mathematics in Nigeria secondary education. Thus, this study aime

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Monteiro, Vera, Francisco Peixoto, Lourdes Mata, and Cristina Sanches. "Mathematics: I don't like it! I like it! Very much, a little, not at all... Social support and emotions in students from 2nd and 3rd cycles of education." Análise Psicológica 35, no. 3 (2017): 281–96. http://dx.doi.org/10.14417/ap.1156.

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This research analyses achievement emotions and their relationship to perceived classroom support (teacher and peers) as well as the effects of grade, achievement and gender on emotions in a specific subject domain: mathematics. The participants were 1,494 Portuguese students from the sixth and eighth grades who were asked about their perceptions of teacher and peer support and their achievement emotions towards mathematics (Boredom, Hopelessness, Anger, Anxiety, Enjoyment, Pride and Relief) in two different settings (classroom and test). Results provide empirical evidence that student percept

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