The significance of guidance in mathematics education courses: before vs during the pandemic

https://doi.org/10.29332/ijssh.v5n2.1149

Authors

  • Robert Harry Soesanto Pelita Harapan University, Tangerang, Indonesia
  • Kurnia Putri Sepdikasari Dirgantoro Pelita Harapan University, Tangerang, Indonesia
  • R. H. Yanti Silitonga Pattimura University, Ambon, Indonesia

Keywords:

autonomous learner, mathematics courses, pandemic issue, pre-service teachers, sufficient guidance

Abstract

The role of lecturers as university educators in giving sufficient guidance to their students is an essential factor, especially in mathematics courses. Despite university students being viewed as autonomous learners, they still need adequacy in explanation towards mathematics concepts. During the pandemic, numerous information is accessible for students from various online sources. This condition causes educators to tend to provide less guidance. Referring to this phenomenon, is sufficient guidance still significant? This study aims to expose the significance of guidance through the tutorial class. Students as pre-service mathematics teachers of cohort 2019 from Pelita Harapan University (n = 39) were taken as participants, for they underwent tutorial classes before pandemic with sufficient guidance and during pandemic with less and minimum guidance, associated with gender and self-regulated learning (SRL) level. The instruments were a questionnaire of SRL, open questions as students’ feedback, and students’ holistic final scores. The quantitative study was conducted by using a three-way Anova and t-test supported by analyzing the open questions through simple coding. The results indicate that sufficient guidance brings higher learning outcomes, regardless of gender and SRL level.

Downloads

Download data is not yet available.

References

Anderman, E. M. (2002). School effects on psychological outcomes during adolescence. Journal of educational psychology, 94(4), 795.

Anokye-Poku, D., & Ampadu, E. Gender Differences in Attitudes and Achievement in Mathematics among Ghanaian JHS Students.

Azwar, S. (1999). Preparation of the psychological scale . Student library.

Bajrami, L. (2015). Teacher's new role in language learning and in promoting learner autonomy. Procedia-Social and Behavioral Sciences, 199, 423-427. https://doi.org/10.1016/j.sbspro.2015.07.528

Bakker, A., & Wagner, D. (2020). Pandemic: lessons for today and tomorrow?. Educational Studies in Mathematics, 104(1), 1-4.

Ball, D. L., & Feiman-Nemser, S. (1988). Using textbooks and teachers' guides: A dilemma for beginning teachers and teacher educators. Curriculum Inquiry, 18(4), 401-423.

Barth, D. (2020). Seven Ways of Engaging the Online Learner to Develop Self-Regulated Learning Skills. Journal of Teaching and Learning with Technology, 9, 19-29.

Battista, M. T. (1990). Spatial visualization and gender differences in high school geometry. Journal for research in mathematics education, 21(1), 47-60.

Birenbaum, M., & Nasser, F. (2006). Ethnic and gender differences in mathematics achievement and in dispositions towards the study of mathematics. Learning and Instruction, 16(1), 26-40.

Bork, A., & Gunnarsdottir, S. (2001). Tutorial Learning. In Tutorial Distance Learning (pp. 71-83). Springer, Dordrecht.

Cai, J. Mamona-Downs, & Weber, K.(2005). Problem solving research in mathematics education: What we have done and where we are going. Journal of Mathematical Behavior, 24(3-4), 217-220.

Carter Jr, R. A., Rice, M., Yang, S., & Jackson, H. A. (2020). Self-regulated learning in online learning environments: strategies for remote learning. Information and Learning Sciences.

Clarke, D. M. (1997). The changing role of the mathematics teacher. Journal for Research in mathematics Education, 28(3), 278-308.

Eng, T. H., Li, V. L., & Julaihi, N. H. (2010). The relationships between students’ underachievement in mathematics courses and influencing factors. Procedia-Social and Behavioral Sciences, 8, 134-141. https://doi.org/10.1016/j.sbspro.2010.12.019

Eryilmaz, M. (2015). The Effectiveness Of Blended Learning Environments. Contemporary Issues in Education Research (CIER), 8 (4), 251–256.

Fennema, E., & Carpenter, T. P. (1981). Sex-related differences in mathematics: Results from national assessment. The Mathematics Teacher, 74(7), 554-559.

Gardunio, E. L. H. (2001). The influence of cooperative problem solving on gender differences in achievement, self-efficacy, and attitudes toward mathematics in gifted students. Gifted Child Quarterly, 45(4), 268-282.

Glogger-Frey, I., Gaus, K., & Renkl, A. (2017). Learning from direct instruction: Best prepared by several self-regulated or guided invention activities?. Learning and Instruction, 51, 26-35.

Hasan, H. F., Nat, M., & Vanduhe, V. Z. (2019). Gamified collaborative environment in Moodle. IEEE Access, 7, 89833-89844.

Hidayati, N. A., Fahmi, S., & Farida, K. (2019, October). The comparative of mathematics learning using guided discovery method and expository method to mathematics learning outcomes. In Journal of Physics: Conference Series (Vol. 1321, No. 3, p. 032103). IOP Publishing.

Hopko, D. R. (2003). Confirmatory factor analysis of the math anxiety rating scale–revised. Educational and psychological measurement, 63(2), 336-351.

Huang, C. S., Su, A. Y., Yang, S. J., & Liou, H. H. (2017). A collaborative digital pen learning approach to improving students' learning achievement and motivation in mathematics courses. Computers & Education, 107, 31-44. https://doi.org/10.1016/j.compedu.2016.12.014

Isiksal, M., & Cakiroghi, E. (2008). Gender differences regarding mathematics achievement: The case of Turkish middle school students. School Science and Mathematics, 108(3), 113-120.

Ketchum, C., LaFave, D. S., Yeats, C., Phompheng, E., & Hardy, J. H. (2020). Video-Based Feedback on Student Work: An Investigation into the Instructor Experience, Workload, and Student Evaluations. Online Learning, 24(3).

Kosko, K. W. (2015). Geometry students’ self-determination and their engagement in mathematical whole class discussion. Investigations in Mathematics Learning, 8(2), 17-36.

Kramarski, B., & Revach, T. (2009). The challenge of self-regulated learning in mathematics teachers' professional training. Educational Studies in Mathematics, 72(3), 379-399.

Kusumaningrum, D. E., Sumarsono, R. B., & Gunawan, I. (2019). Professional ethics and teacher teaching performance: Measurement of teacher empowerment with a soft system methodology approach. International Journal of Innovation, Creativity and Change, 5(4), 611-624.

Luttenberger, S., Wimmer, S., & Paechter, M. (2018). Spotlight on math anxiety. Psychology research and behavior management, 11, 311.

Martin-Dunlop, C., & Fraser, B. J. (2008). Learning environment and attitudes associated with an innovative science course designed for prospective elementary teachers. International Journal of Science and Mathematics Education, 6(1), 163-190.

McMinn, M., Aldridge, J., & Henderson, D. (2020). Learning environment, self-efficacy for teaching mathematics, and beliefs about mathematics. Learning Environments Research, 1-15.

Mekonnen, B., & Lebesse, Y. (2020). Gender Differences in Mathematics Performance among Undergraduate Engineering Students: The Case of Bahir Dar University.

Mji, A., & Arigbabu, A. A. (2012). Relationships between and among pre-service mathematics teachers’ conceptions, efficacy beliefs and anxiety. International Journal of Educational Sciences, 4(3), 261-270.

Neber, H., He, J., Liu, B. X., & Schofield, N. (2008). Chinese high-school students in physics classroom as active, self-regulated learners: Cognitive, motivational and environmental aspects. International Journal of Science and Mathematics Education, 6(4), 769-788.

Pengmanee, S. (2016). Developing students’ mathematical reasoning ability based on constructivist approach. Journal of Advances in Humanities and Social Sciences, 2(4), 221-231.

Prahmana, R. C. I., Sutanti, T., Wibawa, A. P., & Diponegoro, A. M.

Rodrigues, L. F., Oliveira, A., & Rodrigues, H. (2019). Main gamification concepts: a systematic mapping study. Heliyon, 5(7), e01993. https://doi.org/10.1016/j.heliyon.2019.e01993

Sim, C. (2006). Preparing for professional experiences—incorporating pre-service teachers as ‘communities of practice’. Teaching and teacher education, 22(1), 77-83. https://doi.org/10.1016/j.tate.2005.07.006

Simanjuntak, E., Hia, Y., & Manurung, N. (2020, February). The Differences in Students Learning Motivation Based On Gender Using Blended Learning Models of Mathematics Learning. In Journal of Physics: Conference Series (Vol. 1462, No. 1, p. 012040). IOP Publishing.

Soesanto, RH, & Dirgantoro, KPS (2021). Students' Problem Solving Ability in Integral Calculus Seen from Belief and Mathematical Prior Knowledge. Journal of Elements , 7 (1), 117-129.

Soesanto, RH, Rahayu, W., & Kartono, K. (2020). MATHEMATICAL BELIEFS AND THE SELF-REGULATED LEARNING OF STUDENTS IN A MATHEMATICS EDUCATION STUDY PROGRAM. JOHME: Journal of Holistic Mathematics Education , 4 (1).

Suarsana, I. M., Mahayukti, G. A., Sudarma, I. K., & Yoga, I. N. B. A. (2018). Development of interactive mathematics learning media on statistics topic for hearing-impaired student. International Research Journal of Engineering, IT and Scientific Research, 4(6), 55-66.

Suweken, G., Waluyo, D., & Okassandiari, N. L. (2017). The improvement of students’ conceptual understanding and students’ academic language of mathematics through the implementation of SIOP model. International Research Journal of Management, IT and Social Sciences, 4(4), 58-69.

Tambychik, T., & Meerah, T. S. M. (2010). Students’ difficulties in mathematics problem-solving: What do they say?. Procedia-Social and Behavioral Sciences, 8, 142-151. https://doi.org/10.1016/j.sbspro.2010.12.020

Teo, T. (2009). Modelling technology acceptance in education: A study of pre-service teachers. Computers & Education, 52(2), 302-312. https://doi.org/10.1016/j.compedu.2008.08.006

Tzu-Chi, Y. (2020, July). Impacts of observational learning and self-regulated learning mechanisms on online learning performance: A case study on high school mathematics course. In 2020 IEEE 20th International Conference on Advanced Learning Technologies (ICALT) (pp. 194-197). IEEE.

van Alten, D. C., Phielix, C., Janssen, J., & Kester, L. (2020). Self-regulated learning support in flipped learning videos enhances learning outcomes. Computers & Education, 158, 104000. https://doi.org/10.1016/j.compedu.2020.104000

Vukovic, R. K., Kieffer, M. J., Bailey, S. P., & Harari, R. R. (2013). Mathematics anxiety in young children: Concurrent and longitudinal associations with mathematical performance. Contemporary educational psychology, 38(1), 1-10. https://doi.org/10.1016/j.cedpsych.2012.09.001

Weber, K. (2004). Traditional instruction in advanced mathematics courses: A case study of one professor’s lectures and proofs in an introductory real analysis course. The Journal of Mathematical Behavior, 23(2), 115-133. https://doi.org/10.1016/j.jmathb.2004.03.001

Wood, T., Cobb, P., & Yackel, E. (1990). The contextual nature of teaching: Mathematics and reading instruction in one second-grade classroom. The Elementary School Journal, 90(5), 497-513.

Yuniarti, Y. (2016). Teacher's Role in Improving Mathematical Representation Ability in Mathematics Learning. EduHumanities| Journal of Cibiru Campus Basic Education , 5 (1).

Zimmerman, B. J. (2015). Self-regulated learning: theories, measures, and outcomes.

Published

2021-06-22

How to Cite

Soesanto, R. H., Dirgantoro, K. P. S., & Silitonga, R. H. Y. (2021). The significance of guidance in mathematics education courses: before vs during the pandemic. International Journal of Social Sciences and Humanities, 5(2), 140-151. https://doi.org/10.29332/ijssh.v5n2.1149

Issue

Section

Research Articles