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Factors Influencing Mathematics Achievement of University Students of Social Sciences

Author

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  • Alenka Brezavšček

    (Faculty of Organizational Sciences, University of Maribor, SI-4000 Kranj, Slovenia)

  • Janja Jerebic

    (Faculty of Organizational Sciences, University of Maribor, SI-4000 Kranj, Slovenia
    Faculty of Natural Sciences and Mathematics, University of Maribor, SI-2000 Maribor, Slovenia)

  • Gregor Rus

    (Faculty of Organizational Sciences, University of Maribor, SI-4000 Kranj, Slovenia
    Institute of Mathematics, Physics and Mechanics, SI-1000 Ljubljana, Slovenia)

  • Anja Žnidaršič

    (Faculty of Organizational Sciences, University of Maribor, SI-4000 Kranj, Slovenia)

Abstract

The paper aims to investigate the main factors influencing the mathematics achievement of social sciences university students in Slovenia. A conceptual model was derived where three categories of variables were taken into account: attitude towards mathematics and math anxiety, engagement in learning activities, and attitude towards involving technology in learning mathematics. Data were collected for seven consecutive academic years and analysed using Structural Equation Modelling (SEM). The results showed a very high coefficient of determination for mathematics achievement (0.801), indicating that variables “Perceived Level of Math Anxiety”, “Self-Engagement in Mathematics Course at University”, and “Perceived Usefulness of Technology in Learning Mathematics”, together, explain 80.1% of the total variance. Based on our findings, we can conclude that teaching in secondary school is a crucial determinant for success in mathematics at university. It is essential to identify the best methods for secondary school math teachers which will help them give future students better entry-level knowledge for universities. These methods will, hopefully, also improve the level of mathematics self-confidence, as well as lower the level of math anxiety, which all considerably affect the performance of students in university mathematics.

Suggested Citation

  • Alenka Brezavšček & Janja Jerebic & Gregor Rus & Anja Žnidaršič, 2020. "Factors Influencing Mathematics Achievement of University Students of Social Sciences," Mathematics, MDPI, vol. 8(12), pages 1-24, December.
    • Handle: RePEc:gam:jmathe:v:8:y:2020:i:12:p:2134-:d:454263
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    References listed on IDEAS

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    1. Susana Rodríguez & Bibiana Regueiro & Isabel Piñeiro & Antonio Valle & Benigno Sánchez & Tania Vieites & Carolina Rodríguez-Llorente, 2020. "Success in Mathematics and Academic Wellbeing in Primary-School Students," Sustainability, MDPI, vol. 12(9), pages 1-11, May.
    2. Rosseel, Yves, 2012. "lavaan: An R Package for Structural Equation Modeling," Journal of Statistical Software, Foundation for Open Access Statistics, vol. 48(i02).
    3. Dong-Joong Kim & Sung-Chul Bae & Sang-Ho Choi & Hee-Jeong Kim & Woong Lim, 2019. "Creative Character Education in Mathematics for Prospective Teachers," Sustainability, MDPI, vol. 11(6), pages 1-16, March.
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    Cited by:

    1. Anja Žnidaršič & Alenka Brezavšček & Gregor Rus & Janja Jerebic, 2022. "Has the COVID-19 Pandemic Affected Mathematics Achievement? A Case Study of University Students in Social Sciences," Mathematics, MDPI, vol. 10(13), pages 1-23, July.
    2. Nahla M. Moussa & Tariq Saali, 2022. "Factors Affecting Attitude Toward Learning Mathematics: A Case of Higher Education Institutions in the Gulf Region," SAGE Open, , vol. 12(3), pages 21582440221, September.
    3. Daniel Doz & Mara Cotič & Darjo Felda, 2023. "Random Forest Regression in Predicting Students’ Achievements and Fuzzy Grades," Mathematics, MDPI, vol. 11(19), pages 1-19, September.

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