Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal International Journal on Emerging Mathematics Education
Cabonilas, Lister Matos
Unknown Affiliation
Education

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
Congruency of Generation Z Student’s Mathematics Self-Efficacy and Anxiety and Teacher’s Teaching Strategy Cabonilas, Lister Matos
International Journal on Emerging Mathematics Education IJEME, Vol. 8 No. 1, March 2024
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v7i2.27291

Abstract

This study emphasized the association between generation Z students’ mathematics anxiety and self-efficacy levels and the teaching strategies of mathematics senior high school teachers. The descriptive-correlational method was utilized and researcher-modified questionnaires to gather data of the 50 students. This study employed and utilized mean, standard deviation, z-test and Pearson r. The results showed that (1) the mathematics anxiety level of the students is high and self-efficacy is moderate, (2) the students’ self-efficacy level towards mathematics subject did not significantly affect their anxiety level, (3) senior high school mathematics teachers made use of differentiated instruction and/or strategies but did not significantly affect the anxiety level of the generation Z students, and (4) lecture/discussion, demonstration and project teaching strategies significantly affect the mathematics self-efficacy level of the students. In conclusion, although the generation Z students demonstrate a high mathematics anxiety yet their ability redirect with confidence to exert behaviors basically to produce clear performance accomplishments in mathematics. Finally, the researchers concluded that mathematics anxiety level is not about teacher’s strategy in the class but due to other reasons experienced (past) and developed by the generation Z students and there were conventional teaching strategies (lecture/discussion, demonstration, and project) that can influence mathematics self-efficacy of the students.
Co-Authors