Pengaruh Guru, Rakan Sebaya dan sokongan keluarga terhadap keterlibatan Matematik dalam kalangan murid Sekolah Menengah
The influence of Teachers support, Students’ Cohesiveness and parental involvement toward Mathematics engagement among Secondary School students
DOI:
https://doi.org/10.37134/jpsmm.vol8.1.1.2018Keywords:
Mathematics engagement, parental involvement, students’ cohesiveness and teacher supportAbstract
Kajian ini bertujuan untuk menentukan pengaruh guru, kesepaduan murid dan penglibatan keluarga terhadap keterlibatan matematik dalam kalangan murid sekolah menengah di Pulau Pinang. Seramai 155 orang murid daripada pelbagai sekolah terlibat dalam kajian yang dijalankan. Dapatan kajian menunjukkan bahawa min keseluruhan keterlibatan murid dalam matematik adalah 3.60 (SP = .41). Secara terperinci, keterlibatan murid dalam matematik adalah lebih secara tingkahlaku (M = 3.76, SP = 0.56) diikuti oleh domain afektif (M = 3.56, SP = .42) dan domain kognitif (M = 3.55, SP = 0.41). Dapatan kajian juga mendapati semasa proses pembelajaran dan pengajaran matematik, murid mendapat sokongan yang baik daripada guru (M = 3.80, SP = 0.56), kesepaduan murid (M = 3.65, SP = 0.53) dan penglibatan ibu bapa (M = 3.32, SP = 0.71). Analisis korelasi pula menunjukkan terdapat hubungan signifikan yang positif antara penglibatan ibu bapa (r = .515; p < .001), sokongan guru (r = .494, p < .001) dan kesepaduan murid (r = .643; p < .001) dengan keterlibatan murid dalam matematik. Analisis regresi berganda pula menunjukkan bahawa ketiga-tiga faktor di kaji mempengaruhi keterlibatan murid dalam matematik dengan varian sebanyak 46.2%. Kajian ini jelas menunjukkan bahawa ketiga-tiga faktor ini dapat meningkatkan keterlibatan murid dalam matematik dengan kesepaduan murid merupakan penyumbang terbesar iaitu sebanyak 42.5%.
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References
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Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: potential of the concept, state of the evidence. Rev Educ Res, 74(1), 59–109.
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Gibson, D. M., & Jefferson, R. N. (2006). The effect of perceived parental involvement and the use of growth-fostering relationships on self-concept in adolescents participating in Gear Up. Adolescence, 41(161), 111-125.
Harris, L. H. (2008), A Phenomenographic Investigation of Teacher Conceptions of Student Engagement in Learning, The Australian Educational Researcher, 5(1), 57–79.
Park, S. Y. (2005). Student engagement and classroom variables in improving mathematics achievement. Asia Pacific Education Review. 6(1), 87-97.
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Hughes, J. N, Cavell, T. A, & Willson, V. (2001). Further support for the developmental significance of the quality of the teacher–student relationship. Journal of School Psychology. 39, 289–301.
Juvonen, J., Espinoza, G., & Knifsend, C. (2012). The role of peer relationships in student academic and extracurricular engagement. In S. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 387-410). New York: Springer.
Gunuc, S. (2014). The relationships between student engagement and their academic achievement. International Journal on New Trends in Education and Their Implication. 5(4). 1309-6249
Kong, Q., Wong, N., & Lam, C. (2003). Student engage- ment in mathematics: Development of instrument and validation of a construct. Mathematics Education Research Journal, 54, 4–21.
Krause, K., & Coates, H. (2008). Students’ engagement in first-year University. Assessment & Evaluation in Higher Education, 33(5), 493-505
Kuh, G. D., Kinzie, J., Buckley, J., Bridges, B., & Hayek, J. C. (2007). Piecing together the student success puzzle: Research, propositions, and recommendations. ASHE Higher Education Report, 32(5). San Francisco: Jossey-Bass.
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Li, Y., Lerner, J.V. & Lerner, R.M. (2010). Personal and ecological assets and academic competence in early adolescence: The mediating role of school engagement. Journal of Youth and Adolescence, 39(7), 801-815.
Little, M., & Kobak, R. (2003) Emotional security with teachers and children’s stress reactivity: A comparison of special-education and regular-education classrooms. Journal of Clinical Child and Adolescent Psychology. 32(1), 127–138.
Martin, A. J., & Marsh, H. W. (2009). Academic resilience and academic buoyancy: Multidimensional and hierarchical conceptual framing of causes, correlates and cognate constructs. Oxford Review of Education, 35, 353–370.
Ridley, S. M., McWilliam, R. A., & Oates, C. S. (2000). Observed engagement as an indicator of child care program quality. Early Education and Development, 11, 133-146.
Morse, A., Anderson, A., Christenson, S., & Lehr, C. (2004). Promoting school completion. Principal Leadership Magazine, 4(5), 9–13
Newmann, F., Wehlage, G. G., & Lamborn, S. D. (1992). The significance and sources of student engagement. In F. Newmann (Ed.), Student engagement and achievement in American secondary schools (pp. 11–39). New York: Teachers College Press.
Oyserman, D., Brickman, D., & Rhodes, M. (2007). School success, possible selves, and parent school involvement. Family Relations, 56, 479-489
Pianta, R. C, & Stuhlman, M. W. (2004). Conceptualizing risk in relational terms: Associations among the quality of child–adult relationships prior to school entry and children’s developmental outcomes in first grade. Educational and Child Psychology Special Issue: At-Risk Children from Birth to Elementary School Age: Research Findings and Reflections on Intervention from an International Perspective. 21(1), 32–45.
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: reciprocal effect of teacher behavior and student engagement across the school year. J Educ Psychol, 85, 571–581.
Steinberg, L. D., Brown, B. B., & Dornbush, S. M. (1996). Beyond the classroom: Why school reform has failed and what parents need to do. New York: Simon and Schuster.
Tas, Y. (2016) The contribution of perceived classroom learning environment and motivation to student engagement in science. Eur J Psychol Educ. 2016(31), 557– 577
Veiga, F. H., Carvalho, C., Almeida, A., Taveira, C., Janeiro, I., Baía, S., Festas, I., Nogueira, J., Melo, M., & Caldeira, S. (2012). Students’ engagement in schools: differentiation and promotion In M. F. Patrício, L. Sebastião, J. M. Justo, & J. Bonito (Eds.), Da Exclusão à Excelência: Caminhos Organizacionais para a Qualidade da Educação (pp. 117-123). Montargil: Associação da Educação Pluridimensional e da Escola Cultural.
Wang, M.T. & Eccles, J. (2012). Social Support Matters: Longitudinal Effects of Social Support on Three Dimensions of School Engagement from Middle to High School. Child Development, 83, 877-895.
Wang, M. T., & Holcombe, R. (2010). Adolescents’ perceptions of school environment, engagement, and academic achievement in middle school. American Educational Research Journal, 47, 633- 662.
Willms, J. D. (2003) Student Engagement at School: A Sense of Belonging and Participation, OECD Publishing, accessed 17 April 2013, from http://www.oecd.org/education/school/programmeforinternationalstudentassessmentpisa/3368 9437.pdf
Akers, J. F., Jones, R., & Coyl, D. D. (1998). Adolescent friendship pairs: Similarities in identity status development, behaviors, attitudes, and intentions. Journal of Adolescent Research, 13, 178-201.
Arnold, d. H., zeljo, A. & doctoroff, g. l. 2008. Parent involvement in preschool: Predictors and the relation of involvement to pre-literacy development. School Psychology Review. 37(1), 74-89.
Attard, C. (2012). Applying a framework for engagement with mathematics in the primary classroom. Australian Primary Mathematics Classroom. Retrieved from http://ezproxy.uws.edu.au/login?url=http://search.informit.com.au/documentSummary;dn=002704336847315;res=IELHSS
Blumenfeld, P., Modell, J., Bartko, W. T., Secada, W., Fredricks, J., Friedel, J., et al. (2005).
School engage- ment of inner city students during middle childhood. In C. R. Cooper, C. Garcia Coll, W. T. Bartko, H. M. Davis, & C. Chatman (Eds.), Developmental pathways through middle childhood: Rethinking diversity and contexts as resources (pp. 145–170). Mahwah, NJ: Lawrence Erlbaum.
Battistich, V., Solomon, D., Watson, M. & Schaps, E. (1997). Caring school communities. Educational Psychologist, 32, 137–151.
Berk, L.E. (1997). Child development (4th. ed.). Allyn & Bacon; Boston.
Bhattacherjee, A. (2012), Social Science Research: Principles, Methods, and Practices” (2012). Textbooks Collection. Book 3. http://scholarcommons.usf.edu/oa_textbooks/3
Christenson, S. L. (2004). The family-school partnership: An opportunity to promote the learning competence of all students. School Psychology Review, 33, 83–104.
Connell, J. P. (1990). Context, self, and action: A motiva tional analysis of self-system processes across the life- span. In D. Cicchetti (Ed.), The self in transition: Infancy to childhood (pp. 61–97). Chicago: University of Chicago Press.
Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes. In M. R. Gunnar & L. A. Sroufe (Eds.), Self-processes and development: Minnesota symposium on child psychology (pp. 43–77). Chicago: University of Chicago Press.
Dorman, J. P. (2003) Cross national validation of the What Is Happening In this Class questionnaire using confirmatory factor analysis. Learning Environments Research, 6, 231-245
DeVillis, R. F. (2016). Scale development: Theory and applications. Newbury Park, CA: Sage.
Fantuzzo, J., Tighe, E., & Childs, S. (2000). Family Involvement Questionnaire: A multivariate assessment of family participation in early childhood education. Journal of Educational Psychology 92, 367-376.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: potential of the concept, state of the evidence. Rev Educ Res, 74(1), 59–109.
Fredricks J, & McColskey W. (2012). The measurement of student engagement: a comparative analysis of various methods and student self-report instruments. In Christenson SL, Reschly AL, Wylie C, editors. Handbook of research on student engagement (pg 763–82). US: Springer.
Finn, J. D. & Zimmer, K. S. (2012). Student Engagement: What Is It? Why Does It Matter?, in Handbook of research on student engagement (p 97-131). S. Christenson, A. L. Reschly and C. Wylie, Eds., Springer,
Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95, 148-162
Goodenow, C. (1993) The psychological sense of school membership among adolescents: scale development and educational correlates. Psychology in the Schools, 30(1), 79-90.
Gibson, D. M., & Jefferson, R. N. (2006). The effect of perceived parental involvement and the use of growth-fostering relationships on self-concept in adolescents participating in Gear Up. Adolescence, 41(161), 111-125.
Harris, L. H. (2008), A Phenomenographic Investigation of Teacher Conceptions of Student Engagement in Learning, The Australian Educational Researcher, 5(1), 57–79.
Park, S. Y. (2005). Student engagement and classroom variables in improving mathematics achievement. Asia Pacific Education Review. 6(1), 87-97.
Hogue A, Steinberg L. (1995). Homophily of internalized distress in adolescent peer groups. Dev. Psychol. 31, 897–906
Hamre, B. K., & Pianta, R. C. (2001). Early teacher–child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72(2), 625-638.
Hughes, J. N, Cavell, T. A, & Willson, V. (2001). Further support for the developmental significance of the quality of the teacher–student relationship. Journal of School Psychology. 39, 289–301.
Juvonen, J., Espinoza, G., & Knifsend, C. (2012). The role of peer relationships in student academic and extracurricular engagement. In S. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 387-410). New York: Springer.
Gunuc, S. (2014). The relationships between student engagement and their academic achievement. International Journal on New Trends in Education and Their Implication. 5(4). 1309-6249
Kong, Q., Wong, N., & Lam, C. (2003). Student engage- ment in mathematics: Development of instrument and validation of a construct. Mathematics Education Research Journal, 54, 4–21.
Krause, K., & Coates, H. (2008). Students’ engagement in first-year University. Assessment & Evaluation in Higher Education, 33(5), 493-505
Kuh, G. D., Kinzie, J., Buckley, J., Bridges, B., & Hayek, J. C. (2007). Piecing together the student success puzzle: Research, propositions, and recommendations. ASHE Higher Education Report, 32(5). San Francisco: Jossey-Bass.
Lewis, A. D. (2010). Facilitating student engagement: The importance of life satisfaction. Unpublished doctorate thesis, South Carolina University.
Li, Y., Lerner, J.V. & Lerner, R.M. (2010). Personal and ecological assets and academic competence in early adolescence: The mediating role of school engagement. Journal of Youth and Adolescence, 39(7), 801-815.
Little, M., & Kobak, R. (2003) Emotional security with teachers and children’s stress reactivity: A comparison of special-education and regular-education classrooms. Journal of Clinical Child and Adolescent Psychology. 32(1), 127–138.
Martin, A. J., & Marsh, H. W. (2009). Academic resilience and academic buoyancy: Multidimensional and hierarchical conceptual framing of causes, correlates and cognate constructs. Oxford Review of Education, 35, 353–370.
Ridley, S. M., McWilliam, R. A., & Oates, C. S. (2000). Observed engagement as an indicator of child care program quality. Early Education and Development, 11, 133-146.
Morse, A., Anderson, A., Christenson, S., & Lehr, C. (2004). Promoting school completion. Principal Leadership Magazine, 4(5), 9–13
Newmann, F., Wehlage, G. G., & Lamborn, S. D. (1992). The significance and sources of student engagement. In F. Newmann (Ed.), Student engagement and achievement in American secondary schools (pp. 11–39). New York: Teachers College Press.
Oyserman, D., Brickman, D., & Rhodes, M. (2007). School success, possible selves, and parent school involvement. Family Relations, 56, 479-489
Pianta, R. C, & Stuhlman, M. W. (2004). Conceptualizing risk in relational terms: Associations among the quality of child–adult relationships prior to school entry and children’s developmental outcomes in first grade. Educational and Child Psychology Special Issue: At-Risk Children from Birth to Elementary School Age: Research Findings and Reflections on Intervention from an International Perspective. 21(1), 32–45.
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: reciprocal effect of teacher behavior and student engagement across the school year. J Educ Psychol, 85, 571–581.
Steinberg, L. D., Brown, B. B., & Dornbush, S. M. (1996). Beyond the classroom: Why school reform has failed and what parents need to do. New York: Simon and Schuster.
Tas, Y. (2016) The contribution of perceived classroom learning environment and motivation to student engagement in science. Eur J Psychol Educ. 2016(31), 557– 577
Veiga, F. H., Carvalho, C., Almeida, A., Taveira, C., Janeiro, I., Baía, S., Festas, I., Nogueira, J., Melo, M., & Caldeira, S. (2012). Students’ engagement in schools: differentiation and promotion In M. F. Patrício, L. Sebastião, J. M. Justo, & J. Bonito (Eds.), Da Exclusão à Excelência: Caminhos Organizacionais para a Qualidade da Educação (pp. 117-123). Montargil: Associação da Educação Pluridimensional e da Escola Cultural.
Wang, M.T. & Eccles, J. (2012). Social Support Matters: Longitudinal Effects of Social Support on Three Dimensions of School Engagement from Middle to High School. Child Development, 83, 877-895.
Wang, M. T., & Holcombe, R. (2010). Adolescents’ perceptions of school environment, engagement, and academic achievement in middle school. American Educational Research Journal, 47, 633- 662.
Willms, J. D. (2003) Student Engagement at School: A Sense of Belonging and Participation, OECD Publishing, accessed 17 April 2013, from http://www.oecd.org/education/school/programmeforinternationalstudentassessmentpisa/3368 9437.pdf
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Published
2018-06-25
How to Cite
Mohd Ayub, A. F., Md. Yunus, A. S., & Mahmud, R. (2018). Pengaruh Guru, Rakan Sebaya dan sokongan keluarga terhadap keterlibatan Matematik dalam kalangan murid Sekolah Menengah: The influence of Teachers support, Students’ Cohesiveness and parental involvement toward Mathematics engagement among Secondary School students. Jurnal Pendidikan Sains Dan Matematik Malaysia, 8(1), 1–12. https://doi.org/10.37134/jpsmm.vol8.1.1.2018
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