Student response to teacher performance: A review based on teacher's mathematics anxiety level

Math Didactic: Jurnal Pendidikan Matematika Pub Date : 2022-09-03 DOI:10.33654/math.v8i2.1645

K. Pantaleon, M. Payong, A. Ramda, G. Ningsi

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Abstract

This study aims to reveal the theoretical relationship between teacher mathematics anxiety and student responses to teacher performance in the learning process. This study involved two prospective mathematics teachers, which are HA and LA. HA has a prominent level of math anxiety, while LA has a low level of math anxiety. In addition, this study also involved sixty-four students who assessed the performance of HA and LA. The instruments used are questionnaires, tests, assignments, observations, and interviews. The data analysis technique used is descriptive analysis and chi-square test. The results of the descriptive analysis showed that 97% of students gave a positive response to the performance of LA, and only 76% of students gave a positive response to the performance of HA. In addition, the results of the analysis showed that the value of = 45.86 > the critical value of =3.84, which means that there is a significant difference in student responses to the performance of the two teachers. Based on the results of this analysis, it was concluded that students responded better to teachers with lower levels of math anxiety.

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学生对教师表现的反应:基于教师数学焦虑水平的考察

本研究旨在揭示教师数学焦虑与学生在学习过程中对教师表现的反应之间的理论关系。本研究涉及两位准数学教师，分别是HA和LA。HA的数学焦虑水平显著，而LA的数学焦虑水平较低。此外，本研究还涉及64名学生，他们评估了HA和LA的表现。使用的工具有问卷调查、测试、作业、观察和访谈。使用的数据分析技术是描述性分析和卡方检验。描述性分析的结果显示，97%的学生对LA的表现给出了积极的反应，而只有76%的学生对HA的表现给出了积极的反应。此外，分析结果显示，临界值= 45.86 >临界值=3.84，这意味着学生对两位教师的表现的反应存在显著差异。根据这一分析的结果，得出的结论是，学生对数学焦虑水平较低的老师反应更好。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Math Didactic: Jurnal Pendidikan Matematika

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