The relationship between constructivist learning environment, mathematics attitude, and algebra performance from the perspective of form one students in Selangor, Malaysia

Abstract

Previous studies had shown that learning environment had an influence on students’ attitude and achievement. This study extends the previous studies by examining the relationships between students’ perceptions of their mathematics constructivist learning environment, mathematics attitude, and algebra performance in Selangor, Malaysia. Algebra was chosen in this study due to its importance in pursuance of higher-level mathematics, however at the same time, algebra is found to be of considerable challenge to the Form One students. Meanwhile, constructivism in the teaching and learning of mathematics today has been proposed to be the answer to the challenges above. Constructivist learning environment is a setting where learners work together to construct knowledge, receive support from teachers and classmates, apply their previous knowledge or experiences and solve given appropriate tasks using various approaches. This study employed a fully quantitative cross-sectional survey design. To achieve the aim of this study, two instruments namely the Algebra Test for examining students’ algebraic thinking and a Questionnaire Survey - Constructivist Learning Environment Evaluation and Mathematics Attitude (CLEEMA) were developed and evaluated. The respondents of this study were 336 Form One students who were selected using the cluster sampling method. Algebra Test was validated using Rasch Measurement Model and the hypothesized measurement models of Constructivist Learning Environment and Students’ Mathematics Attitude were validated using SEM-AMOS software. The result revealed that the majority of the respondents performed poorly in the Algebra Test, while the level of the constructivist learning environment and students’ mathematics attitude was at a moderate level. The results of Structural Equation Modelling analysis discovered that constructivist learning environments are significantly and positively influencing algebra performance and students’ mathematics attitude as the study had hypothesized. However, students’ mathematics attitude does not significantly influence algebra performance as hypothesized in the study. In conclusion, it can be confirmed that the majority of Form One students in Selangor have low ability in the Algebra Test and hence their performance in algebra is also low. This is consistent with numerous findings in the previous studies which stated that algebra is very challenging for many students. Moreover, this study confirmed that some mathematics classrooms in Selangor have practiced the constructivist learning environment elements, but only at the moderate level.