A Study of the Relationship Patterns of Factors Affecting Mathematics Learning Satisfaction among Junior High School Students
Article Sidebar
Main Article Content
Abstract
Although mathematics is important for developing analytical thinking and is useful in daily life, it is often perceived as a boring subject. This study investigated the factors influencing junior high school studentsí satisfaction with learning mathematics. Data were collected from 374 junior high school students attending demonstration schools affiliated with universities in the Bangkok metropolitan area. Open-ended questionnaires were used, and they were validated for content validity by three mathematics education experts and pilot tested with five students. The data were analyzed using thematic analysis. The findings revealed that two main factors that encourage enjoyment of learning mathematics: practice and fun. Conversely, the factors contributing to students' dislike of learning mathematics included content difficulty and boredom. Key factors influencing both enjoyment and dislike of mathematics included the perceived usefulness of mathematics and the role of teachers. These results can be applied by designing learning activities that connect mathematical content to real life and create a positive learning environment toward mathematics. However, this study is limited in that it only collected data from students in the Bangkok metropolitan area using open-ended questionnaires, which may affect the generalizability of the findings. Therefore, further studies should be conducted with students in regional areas and using in-depth interviews to collect data.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The contents and data in published articles in the Journal of Education and Innovative Learning are considered the ideas and responsibility of the author(s). The Editorial team does not necessarily agree with any ideas or hold mutual responsibility of them. Plagiarism is not permitted, even for academic purposes. However, proper citation must be given whenever referencing the articles.
References
Abalde, G. D., & Oco, R. M. (2023). Factors associated with mathematics performance. Asian Research Journal of Mathematics, 19(6), 45-60. https://doi.org/10.9734/arjom/2023/v19i6665
Afni, N., & Hartono. (2020). Contextual teaching and learning (CTL) as a strategy to improve students mathematical literacy. Journal of Physics: Conference Series, 1581(1), 012043. https://doi.org/10.1088/1742-6596/1581/1/012043
Amaral, D., Olo Tomé, A., & dos Santos Gonçalves, A. (2023). Factors affecting student’s interest in learning Mathematics. Journal of Education Science and Humanities of the Instituto Superior Cristal, 4(1), 1–7. https://jed.isc-tls.com/index.php/Jeducih/article/view/40
Anderman, L. H., Andrzejewski, C. E., & Allen, J. (2011). How do teachers support students’ motivation and learning in their classrooms. Teachers College Record, 113(5), 969-1003. https://doi.org/10.1177/016146811111300502
Anuchaivong, P., Yatakoat, P., Meksawang, J., Wichaiyo, P., & Chaichan, P. (2020). Students’ satisfaction in learning and teaching mathematics of high school in Muand district, Nakhon Phanom province. Journal of MCU Nakhondhat, 7(9), 394-408. https://so03.tci-thaijo.org/index.php/JMND/article/view/246751
Blakemore, S. J., & Mills, K. L. (2014). Is adolescence a sensitive period for sociocultural processing?. Annual Review of Psychology, 65, 187–207. https://doi.org/10.1146/annurev-psych-010213-115202
Blanton, W. E., & Tuinman, J. J. (1973). Ausubel’s theory of meaningful verbal learning: Implications for reading research. Reading World, 12(3), 202–211. https://doi.org/10.1080/19388077309557202
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper & Row.
Filgona, J., Sakiyo, J., Gwany, D. M., & Okoronka, A. U. (2020). Motivation in learning. Asian Journal of Education and Social Studies, 10(4), 16–37. https://doi.org/10.9734/ajess/2020/v10i430273
Finlayson, M. (2014). Addressing math anxiety in the classroom. Improving Schools, 17, 99-115. https://doi.org/10.1177/1365480214521457
Gainsburg, J. (2008). Real-world connections in secondary mathematics teaching. Journal of Mathematics Teacher Education, 11(3), 199–219. https://doi.org/10.1007/s10857-007-9070-8
Hillmayr, D., Ziernwald, L., Reinhold, F., Hofer, S. I., & Reiss, K. M. (2020). The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis. Computers and Education, 153, 103897. https://doi.org/10.1016/j.compedu.2020.103897
Jutin, N. T., & Maat, S. M. B. (2024). The effectiveness of gamification in teaching and learning mathematics: a systematic literature review. International Journal of Academic Research in Progressive Education and Development, 13(1), 1290–1309. http://doi.org/10.6007/IJARPED/v13-i1/20703
Kandemir, M. A., Eryilmaz, N., & Shelley, M. (2024). A study of factors and their influence on mathematics-related beliefs and performance in Turkey. Frontiers in Education, 9, 1376521. https://doi.org/10.3389/feduc.2024.1376521
Lukman., Marsigit., Istiyono, E., Kartowagiran, B., Retnawati, H., Kistoro, H. C. A., & Putranta, H. (2021). Effective teachers’ personality in strengthening character education. International Journal of Evaluation and Research in Education, 10(2), 512–521. https://doi.org/10.11591/ijere.v10i2.21629
Makwa, D. J., & Hidayati, E. (2020). Progressive muscle relaxation to reduce anxiety in junior high school students. International Journal of Latest Research in Humanities and Social Science, 3(11), 16–22. http://www.ijlrhss.com/paper/volume-3-issue-11/2-HSS-830.pdf
Mazana, M. Y., Montero, C. S., & Casmir, R. O. (2019). Investigating students’ attitude towards learning mathematics. International Electronic Journal of Mathematics Education, 14(1), 207–231. https://doi.org/10.29333/iejme/3997
Mertens, E. C. A., Deković, M., Van Londen, M., & Reitz, E. (2021). The role of classmates’ modeling and reinforcement in adolescents’ perceived classroom peer context. Journal of Youth and Adolescence, 50, 260–270. https://doi.org/10.1007/s10964-020-01325-8
Ministry of Education. (2008). Basic Education Core Curriculum B.E. 2008 Revised Edition 2017. Agricultural Cooperative Federation of Thailand Press. [in Thai]
Moreno-Guerrero, A.-J., Aznar-Díaz, I., Cáceres-Reche, P., & Alonso-García, S. (2020). E-learning in the teaching of mathematics: An educational experience in adult high school. Mathematics, 8(5), 840. https://doi.org/10.3390/math8050840
Naeem, M., Ozuem, W., Howell, K., & Ranfagni, S. (2023). A step-by-step process of thematic analysis to develop a conceptual model in qualitative research. International Journal of Qualitative Methods, 22. https://doi.org/10.1177/16094069231205789
National Institute of Educational Testing Service (Public Organization). (2024). NIETS Data Catalog. https://catalog.niets.or.th/dataset/m3_country/resource/91f85056-28af-45ef-a303-e1ab7d69a6f2
National Research Council. (2001). Adding it up: Helping children learn mathematics. In J. Kilpatrick, J. Swafford, & B. Findell (Eds.), Mathematics Learning Study Committee, Center for Education, Division of Behavioral and Social Sciences and Education. National Academy Press. https://doi.org/10.17226/9822
Organisation for Economic Co-operation and Development. (2023), PISA 2022 Results (Volume I): The State of Learning and Equity in Education, PISA, OECD, https://doi.org/10.1787/53f23881-en
Prutthisan, C., Tippayakulpairoj, D., & Srihaset, K. (2024). Comparison of Factors Related to Mathematics Achievement of Mathayomsuksa 3 Students Classified According to School Size. Interdisciplinary Academic and Research Journal, 4(2), 361–376. https://doi.org/10.60027/iarj.2024.274657 [in Thai]
Reiss, S. (2012). Intrinsic and extrinsic motivation. Teaching of Psychology, 39(2), 152-156. https://doi.org/10.1177/0098628312437704
Salamoding, M. DC. (2021). Negative Attitude of Students Towards Mathematics Class. International Journal of Academic Multidisciplinary Research, 5, 182-186. https://doi.org/10.13140/RG.2.2.35253.19684
Widiastuti, K., Susilo, M. J., & Nurfinaputri, H. S. (2020). How classroom design impacts for student learning comfort: Architect perspective on designing classrooms. International Journal of Evaluation and Research in Education, 9(3), 469-477. https://doi.org/10.11591/ijere.v9i3.20566
