Analysis of Motivation and Interest Instruments in Mathematics Learning Using Confirmatory Factor Analysis (CFA)

The purpose of this study was to determine the relationship between reform practices, student engagement in mathematics class, college readiness in mathematics for high school students, and mathematics teacher Professional Development (PD). Quasi-experimental mixed methodology addressed the research question(s) in a parallel design. Treatment teachers participated in PD where reformed teaching practices were presented, observed, discussed, and analyzed using a Cognitive Apprenticeship (CA) framework. Student’s mathematics readiness was measured distantly and proximally. Student engagement in mathematics class and reform practice implementation were observed, using Reformed Teaching Observation Protocol (RTOP), and compared across groups to assess treatment effects pre and post PD. Analysis of treatment using teacher interviews and posts from an online community blog suggested significant treatment effects. Positive changes in student engagement and teacher reform implementation were observed. Teacher beliefs and perceptions of PD impacted reform implementation as well. Implications from the study have the potential to influence policy decisions and professional development related to reform instructional practices in secondary mathematics classrooms throughout the state.

The application of game-based learning (GBL) is seen to have many benefits in helping to improve the quality of the teaching and learning process. GBL approach will encourage students to solve problems and self-learning and thus enable students to learn a mathematical concept without realizing it. The review findings show that GBL helps teachers to motivate student engagement in Mathematics. This is because GBL is regarded as a potential means for improving students' confidence and increasing their motivation by incorporating challenge, curiosity and fantasy to a specific problem. The application of GBL has a positive impact on student motivation and involvement in Mathematics learning. Further reading should be made on the motivational impact of student self-efficacy. This is because previous studies have also found that student motivation influences students' self-efficacy in that students who believe in their own abilities are more motivated to engage in learning

Learning motivation is an important factor that influences students’ success in mathematics learning. However, many students still have low motivation to learn mathematics because they perceive the subject as difficult and less interesting. Therefore, an appropriate strategy is needed to improve students’ learning motivation. This community service activity aimed to strengthen students’ motivation in learning mathematics through the implementation of the Successful Student Strategy (3S) for junior high school students in Cirebon Regency. The method used in this activity was a participatory mentoring approach consisting of several stages, namely socialization, training, learning practice, and reflection. The evaluation of the activity was conducted using a mathematics learning motivation questionnaire based on a Likert scale administered before and after the program, supported by observations of students’ learning activities during the implementation. The results showed that the implementation of the Successful Student Strategy (3S) was able to increase students’ motivation in learning mathematics. This improvement was indicated by the increase in the average motivation score from 3.02 before the activity to 4.10 after the activity. In addition, students also demonstrated higher participation in learning activities, greater confidence in solving mathematical problems, and increased willingness to express their opinions during discussions. These findings indicate that the Successful Student Strategy (3S) can serve as an effective alternative approach to enhance students’ motivation in mathematics learning. This community service activity is expected to contribute to improving the quality of mathematics learning in schools by strengthening students’ motivation and promoting more effective learning strategies.

This study aims to improve students' learning motivation through the use of the GeoGebra learning application in overcoming challenges related to student interest in mathematics learning, particularly at SDN 074 Ayudia, Bandung City, with a population of all students and a sample of 31 students from class VA. This study uses a quantitative research method with an explanatory research approach. The sampling technique used is probability sampling with simple random sampling, while the instruments used are questionnaires and tests. The data analysis requirements testing includes normality testing using Kolmogorov-Smirnov and linearity testing, with the hypothesis tested through correlation and regression analysis using SPSS version 26. Based on the research results, it can be concluded that the GeoGebra application has a significant effect on students' mathematics learning motivation. The correlation analysis shows a very strong relationship between the two variables, with a correlation coefficient of 0.826, indicating that the use of the GeoGebra application can increase students' motivation in learning mathematics. This study also found that the GeoGebra application contributes 68.3% to the variation in students' learning motivation, showing that this technology has a significant impact on motivating students. This study implies that the GeoGebra application can be an effective learning tool to enhance students' motivation in mathematics learning.

Research indicates that integrating Information and Communication Technology (ICT) into mathematics education enhances teaching and learning (Das, 2020). However, teachers' skills and technical support significantly influence their instructional strategies, affecting student engagement (Joshi, 2019; Alibakhshi et al., 2020; Maamin et al., 2022). This study investigates the critical mediating role of self-efficacy in the relationship between teachers' ICT skills and student engagement in mathematics among 323 senior high school students, calculated using Slovin’s Formula, based on a confidence level of 95 percent, in Davao City, Philippines selected for the researcher’s convenience. Students in non-academic tracks will be excluded from this study but may be included in future research. The research utilized a descriptive-correlational approach along with path analysis for mediation. Data analysis included means, Pearson correlation coefficients, and path analysis techniques. The instruments employed were measured on a five-point Likert scale, achieving an impressive internal consistency with a Cronbach's alpha of 0.98. The results revealed a high level of self-efficacy, strong ICT skills among teachers, and high student engagement. Additionally, a strong positive correlation among these variables was identified. The study concluded that self-efficacy partially mediates the relationship between teachers' ICT skills and student engagement. These findings have significant implications for educational policies and academic instruction, particularly concerning effective teaching strategies. Therefore, fostering self-efficacy in educators is vital for their development, as it directly improves student performance, significantly lowers dropout rates, and cultivates an optimal environment for both personal and institutional growth.

The ability of mathematical understanding and motivation to learn is very necessary for students to take part in mathematics learning. This study aims to determine the increase in mathematical understanding and learning motivation of students who obtain mathematics learning through contextual approach using autograph software with students who obtain conventional mathematics learning, and analyze the interactions based on the level of students' initial mathematical abilities. This research is an experimental with a pretest-posttest control group design. The population of this study was all Year 10 students at SMK Negeri 1 Meulaboh, Aceh, Indonesia, the sample was 60 students with randomly selected from 165. Data analysis was performed by two-way ANOVA. The results showed that there was an increase in the ability of mathematical understanding and learning motivation of students through contextual approach using autograph software better than conventional learning; there is no interaction between learning approaches and students' initial mathematical abilities towards mathematical understanding ability, and there is an interaction between learning approaches and students' initial mathematical abilities towards student learning motivation. The teacher is expected to be able to expand the application of learning with a software-assisted contextual approach to improve students' mathematical understanding and motivation.

This study examines concurrent teacher–student interaction quality and 5th graders’ (n = 387) engagement in mathematics classrooms (n = 63) and considers how teacher–student interaction quality relates to engagement differently for boys and girls. Three approaches were used to measure student engagement in mathematics: Research assistants observed engaged behavior, teachers reported on students’ engagement, and students completed questionnaires. Engagement data were conducted 3 times per year concurrent with measures of teacher–student interaction quality. Results showed small but statistically significant associations among the 3 methods. Results of multilevel models showed only 1 significant finding linking quality of teacher–student interactions to observed or teacher-reported behavioral engagement; higher classroom organization related to higher levels of observed behavioral engagement. However, the multilevel models produced a rich set of findings for student-reported engagement. Students in classrooms with higher emotional support reported higher cognitive, emotional, and social engagement. Students in classrooms higher in classroom organization reported more cognitive, emotional, and social engagement. Interaction effects (Gender × Teacher–student interaction quality) were present for student-reported engagement outcomes but not in observed or teacher-reported engagement. Boys (but not girls) in classrooms with higher observed classroom organization reported more cognitive and emotional engagement. In classrooms with higher instructional support, boys reported higher but girls reported lower social engagement. The discussion explores implications of varied approaches to measuring engagement, interprets teacher–student interaction quality and gender findings, and considers the usefulness of student report in understanding students’ math experiences.

Mathematics across most of the school’s subjects. The cross-sectional survey of mix method sequential explanatory was held to aim in collecting parents’ engagement in mathematics learning among deaf child from eleven constructs namely mathematical media resources support, encouragement, involvement in child’s mathematical activity, learning of mathematics experience, reading mathematical materials with child, conducive learning environment, recognition and reward, affection, expectation of child’s mathematics achievement, child acceptance and sign language mastery through questionnaires and interview protocol. The respondents were 33 parents from two Special Education National Schools deaf programs in Malaysia. Data have been analyzed through descriptive and theme analysis. The results showed that only three constructs were at the highest level of the mean, namely encouragement, affection and expectation of child’s mathematics achievement whereas others at moderate level. Therefore, parents should take some actions to help child’s mathematics learning such as increase the frequency of encouragement, emphasize the importance of mathematics, provided opportunity to apply basic mathematical facts in daily activities, visual reading materials, apply information technology, acceptance of the deaf child and strengthen the mastery of sign language. Subsequently, education ministry should pursue mathematics textbooks attached with sign language and produce mathematics exercise books in accordance with the format of examination moderation papers.

The study aims at describing the comparison between the Problem-Posing Approach and the Investigation Approach in terms of effectiveness from the perspective of Mathematical Problem-Solving Skills, mathematical motivation and Mathematical Learning Achievements. The nature of the study is a quasi-experimental research. During the conduct of the study, the overall number of populations was 206 students from Grade VII of the State 2 Junior High School Gamping. The samples within the study were selected randomly from the population namely 32 students from Grade VII A and 34 students from Grade VII B. Then, the instrument that had been administered within the conduct of the study was the Mathematical Problem-Solving Skills Test, the Mathematical Learning Achievement Test and the Mathematical Learning Motivation Questionnaire. After the data had been gathered, the overall data were analysed by using the one-sample t-test, the T2 Hotteling’s Test and the independent sample t-test. The results of the study show that the learning process by means of Investigation Approach has been more effective in comparison to Problem-Posing Approach from the perspective of Mathematical Problem-Solving Skills and Mathematical Learning Achievement but, on the other hand, the results of the study also show that the learning process by means of Problem-Posing Approach has been more effective in comparison to Investigation Approach from the perspective of Mathematical Learning Motivation for the Grade VII students of the State 2 Junior High School Gamping.

This research and development aim to: (1) develop a valid and practical model so that it can improve students' motivation in learning mathematics, (2) know the effectiveness of the active learning based ARCS model. This research refers to the stages of research and development from Borg & Gall which has been modified by Sukmadinata into 3 stages, namely preliminary studies, product development, and product testing. Data analysis techniques used are descriptive qualitative and quantitative. The research finds that (1) active learning based on ARCS model is valid and practical to improve students' learning motivation in mathematics learning based on the assessment given by education experts of 77.94% (good category), material experts of 87.14% (excellent category), and practitioners of 96.56% (excellent category). (2) The result of the effectiveness test shows that the developed product is effective in increasing students' learning motivation in mathematics learning based on experimental results which shows p <0.05 on learning motivation which means there are significant differences in students who were taught using the ARCS model based on active learning.

This study contains the effect of mathematical anxiety on the motivation to learn mathematics and the mathematical creative thinking abilities of junior high school students. Mathematics learning also needs to understand the psychological aspects of students, including about mathematical anxiety and motivation to learn mathematics. Mathematical anxiety and motivation to learn mathematics that are not immediately addressed properly and correctly will affect students' creative thinking skills in mathematics. The purpose of this study was to determine the effect of mathematical anxiety on learning motivation and mathematical creative thinking abilities of junior high school students. This study uses the literature review method with publication limitations of the last 5 years. Exploration of publication results using an open-access website taken from Google Scholar with research results published in Reputable National Journals at least Sinta 4 and Reputable International Journals at least Q3. Publication results are limited to searches using the keywords “Math Anxiety”, “Learning Motivation”, “Creative Thinking Skills”, “Junior High School Mathematics Learning”, “Math Anxiety”, “Learning Motivation”, “Creative Thinking Skills”, and “Mathematics Learning in Junior High School”. Exploration results of publications were analyzed using PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analysis) syntax. The results showed that mathematical anxiety had an effect on motivation to learn mathematics and students' mathematical thinking abilities. Students who have excessive mathematical anxiety tend to have low motivation to learn mathematics. Low motivation to learn mathematics will affect the way students think, especially with regard to the ability to think creatively mathematically. Therefore, teachers must be alert and communicative in order to overcome these problems and students become more comfortable when learning mathematics.

This study explored the extent of utilization of differentiated teaching approach in achieving student engagement in learning mathematics by the secondary school mathematics teachers in SDO Urdaneta City, School Year 2024-2025. Employing an ex post facto one-shot case study research design, 112 mathematics teachers participated as respondents. Results revealed that most teachers were aged 21-30 (34.8%), predominantly female (55.4%), and married (64.3%), with 39.3% holding MA units and 33.0% having 6-10 years of teaching experience, 82.1 percent have been teaching in a barangay high school, and 66.9 percent have attended 6-20 trainings. The extent of utilization of differentiated teaching approach in achieving student engagement in learning mathematics was rated “Very Extensive,” with a grand weighted mean of 4.62. Significant differences and relationships in the extent of utilization of differentiated teaching approach in achieving student engagement in learning mathematics were observed based on civil status, teaching experience, and number of trainings attended. Recommendations include encouraging teachers to pursue advanced education, participate in relevant training, and collaborate with peers to refine differentiated strategies. Further studies were recommended to investigate other variables associated with the utilization of differentiated instruction in mathematics and these studies should be conducted under the auspices of accredited Graduate Institutions like the Urdaneta City University – Institute of Graduate and Advanced Studies (UCU – IGAS)

Aims: The study aims to examine the effectiveness of Game -Based Learning Strategies in Mathematics at Elementary level (Class-VI) learner. Background: Mathematics is considered as most difficult subject among students. Effective strategies make the concept easier and interesting for the subject like Mathematics. So primary intension of GBL in mathematics to make it fun and increase enthusiasm among learners. Several studies have examined but the integration of GBL in Indian classrooms is limited. Study Design: One group Pre-test post-test design of Pre-Experimental Research. Design used to conduct the study. Place and Duration of Study: The pace of research was Mission Girls High School from MPL Block of Balasore District., Odisha, India and the duration for the intervention 4 weeks i.e. from 1/9/24 to 30/9/24. Methodology: A quantative research methodology used to conduct the study. The population of the present study includes all the Government Schools form MPL Block of Balasore district. Multi stage sampling techniques used to choose sample from the population. The sample consists of all the class-VI students of Mission Government Girls High school. The intervention administered among 34 class VI students by Four self-developed lesson plans based on game-based activities. Before and after intervention pre-test and post-test of Mathematics Achievement Test administered respectively. The data also collected through Active participation and interest Questionnaire. Results: The findings indicate that game-based teaching strategies significantly enhance students’ engagement, interest, and motivation in learning mathematics. The interactive and enjoyable nature of games not only made mathematics more accessible and enjoyable for all students but also fostered active participation, collaboration, and the development of essential problem-solving skills. Conclusion: The study concluded that game-based learning strategies significantly boost students’ mathematical performance, especially in geometry. The more substantial improvement in understanding geometrical concepts, compared to fractions, suggests that students may respond more strongly to the visual and spatial elements facilitated by games. This study will helpful for curriculum frame workers, researcher, teacher, teacher educators, researcher etc. Implications: These findings emphasize the potential of game-based approaches to make mathematics instruction more learner-cantered and engaging.

This study was motivated by the low level of learning interest in mathematics among tenth-grade students and aimed to analyze the effect of integrating Problem-Based Learning (PBL) with the kinesthetic game Walking Marker, accompanied by music, on students’ interest in learning mathematics. The research employed a quasi-experimental design with a non-equivalent control group design. The participants consisted of 64 tenth-grade students from SMA Negeri 1 Bintan Timur, who were divided into an experimental group (n = 32) and a control group (n = 32). The experimental group received PBL instruction integrated with a kinesthetic game and music, while the control group was taught using conventional PBL. Students’ learning interest was measured using a validated learning interest questionnaire administered before and after the intervention. Data analysis included tests of normality, homogeneity, and an independent samples t-test. The results indicated that integrating the Problem-Based Learning (PBL) model with the kinesthetic game Walking Marker, accompanied by music, significantly enhanced students’ interest in learning mathematics. This finding was supported by the results of the independent samples t-test, which revealed a significant difference between the experimental and control groups, t(62) = 9.920, p < .001, with a mean difference of 11.03 points and a large effect size (Cohen’s d = 1.18). This study offers novelty through the integration of PBL, a kinesthetic game, and music as an effective multimodal approach to increasing students’ interest in learning mathematics and provides practical implications for teachers in designing more engaging and meaningful learning experiences. Furthermore, this study contributes empirical evidence regarding the effectiveness and magnitude of the impact of a multimodal PBL approach on students’ learning interest in mathematics education.

The purpose of this research is to find out how students learn motivation in learning mathematics in class IV SDIT Al-Hidayah Pekanbaru. This type of research is qualitative research with a case study approach. This research was conducted at SDIT Al-Hidayah Pekanbaru with the sample being fourth grade students. Collection techniques used in this study include: interviews, observation and documentation. The data analysis used was Miles and Huberman's qualitative data analysis. Based on the results of the data analysis that has been carried out, student motivation in learning mathematics in class IV SDIT Al-Hidayah Pekanbaru is still somewhat inadequate according to the aspects that have been researched and observed. As for signs such as a lack of student motivation in learning mathematics, namely, there are still many students who are lazy in learning or doing assignments given by the teacher while learning mathematics is in progress, there are still students who do not pay attention to the teacher and instead are engrossed in talking and playing with friends when the teacher is explaining in front of the class, there are still students who lack confidence, such as cheating on their friends and don't want to be ordered to do blackboard assignments, there are still students who are sleepy when learning mathematics is in progress, even though the learning environment is quite good.