Students’ Perceptions on Mathematics Assessment in Remote Learning
Keywords:
assessment, academic honesty, Math anxiety, perceptionAbstract
The emergence of the COVID-19 pandemic caused classes to move online. This study used a quantitative design that aims to assess students' perceptions in mathematics assessments based on their perceived level of Mathematics anxiety, preferred assessment, and academic honesty in remote learning while highlighting the differences in gender and sections through a constructed survey questionnaire. The 90 Grade 9 students in a private Catholic school in Manila sampled using a convenience sampling process were surveyed using the aforementioned questionnaire. Descriptive and inferential statistics were used for data analysis. Results revealed no significant difference in students' perceptions of mathematics assessments according to sections. The same effect was observed in their perceptions of reviews by gender, except for mathematics anxiety and neutral preference. The study suggests that teachers use suitable assessments targeting the needed learning competencies to better measure students' academic performance.
Publication History
Version of Record online: December 29, 2023
Manuscript accepted: December 26, 2022
Manuscript revised: December 10, 2022
Manuscript received: March 6, 2022
References
Aarnos, A., & Perkkila, P. (2012). Early signs of mathematics anxiety? Procedia - Social and Behavioral Sciences, 46, 1495-1499. https:// doi.org/10.1016/j.sbspro.2012.05.328
Alea, L. A., Fabrea, M. F., Roldan, R. D., & Farooqi, A. Z. (2020). Teachers’ COVID-19 awareness, distance learning education experiences and perceptions towards institutional readiness and challenges. International Journal of Learning, Teaching and Educational Research, 19(6), 127-144. https://doi. org/10.26803/ijlter.19.6.8
Aspiranti, K. B., Henze, E. E. C., & Reynolds, J. L. (2020). Comparing paper and tablet modalities of math assessment for multiplication and addition. School Psychology Review, 49(4), 453-465. https:// doi.org/10.1080/2372966X.2020.1844548
Bachore, M. (2016). The nature causes and practices of academic dishonesty/ cheating in higher education: The case of hawasa university. Journal of Education and Practice, 7(19), 14-20. https://files.eric.ed.gov/fulltext/ EJ1109249.pdf?fbclid=IwAR3oRaFp1ZrjoZ9fImvAricXDpmqhA_rB_MtinrkGG9Vs67lRzcC3_Bok3U
Balagtas, M. U., Garcia, D. B., & Ngo, D. C. (2019). Looking through Philippine’s K to 12 curriculums in Mathematics and Science visa-vis TIMSS 2015 assessment framework. EURASIA Journal of Mathematics, Science and Technology Education, 2019, 15(12), 1–14. https://doi.org/10.29333/ejmste/108494
Bieg, M., Goetz, T., Wolter, I. & Hall, N. C., (2015). Gender stereotype endorsement differentially predicts girls’ and boys’ trait-state discrepancy in math anxiety. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2015.01404
Bofah, E. A., & Hannula M.S. (2015). Studying the factorial structure of Ghanaian twelfthgrade students’ views on Mathematics. In: Pepin B., Roesken-Winter B. (eds) From beliefs to dynamic affect systems in mathematics education. Advances in Mathematics Education. Springer, Cham. https://doi. org/10.1007/978-3-319-06808-4_18
Brown, G. T. L. & Wang, Z. (2013). Illustrating assessment: how Hong Kong university students conceive of the purposes of assessment. Studies in Higher Education, 38(7), 1037-1057. https://doi.org/10.1080/03075079.2011.616955
Brown, T., Isbel, S., Logan, A. & Etherington, J. (2019). Predictors of academic honesty and success in domestic and international occupational therapy students. Irish Journal of Occupational Therapy, 47(1), 18-41. https://www.emerald.com/insight/content/doi/10.1108/ IJOT-12-2018-0022/full/html
Byrne, V. L., Hogan, E., Dhingra, N., Anthony, M., & Gannon, C. (2021) An exploratory study of how novice instructors pivot to online assessment strategies. Distance Education, 42(2), 184-199. https://doi.org/10.1080/01587919.2021.1911624
Cooper, A., DeLuca, C., Holden, M. & MacGregor, S. (2022). Emergency assessment: Rethinking classroom practices and priorities amid remote teaching. Assessment in Education: Principles, Policy & Practice. https://doi.org/10.1080/0969594X.2022.2069084
Dahal, N., Manandhar, N., Luitel, L., Luitel, B., Pant, B., & Shrestha, I. (2022). ICT tools for remote teaching and learning mathematics: A proposal for autonomy and engagements. Advances in Mobile Learning Educational Research, 2(1), 289-296. https://doi.org/10.25082/AMLER.2022.01.013
Daud, A. S., Adnan, N. S. M., Abd Aziz, M. K. N., & Embong, Z. (2020). Students’ perception towards Mathematics using APOS theory: A case study. Journal of Physics: Conference Series. https://iopscience.iop.org/article/10.1088/1742-6596/1529/3/032020/pdf
David, L. T. (2015). Academic cheating in college students: Relations among personal values, self-esteem, and mastery. Procedia - Social and Behavioral Sciences, 187, 88-92. https://doi.org/10.1016/j.sbspro.2015.03.017
Ewing, L.-A., & Cooper, H. B. (2021). Technology-enabled remote learning during COVID-19: perspectives of Australian teachers, students, and parents. Technology, Pedagogy, and Education, 30(1), 41-57. https://doi.org/10.108 0/1475939X.2020.1868562
Fitzmaurice, O. & Ní Fhloinn, E. (2021). Alternative mathematics assessment during university closures due to COVID-19. Irish Educational Studies, 40(2), 187-195. https://doi.org/10.1080/03323315.2021.1916556
Foley, A. E., Herts, J. B., Borgonovi, F., Guerriero, S., Levine, S. C., & Beilock, S. L. (2017). The math anxiety-performance link: A global phenomenon. Current Directions in Psychological Science, 26(1), 52–58. https://doi. org/10.1177/0963721416672463
Grežo, M., & Sarmány-Schuller, I. (2018). Do emotions matter? The relationship between math anxiety, trait anxiety, and problem-solving ability. Studia Psychologica, 60(4), 226-244. https://doi.org/10.21909/sp.2018.04.764
Guangul, F. M., Khalit, M. I., Khidhir, B. A., & Suhail, A. H. (2020). Challenges of remote assessment in higher education in the context of COVID-19: A case study of Middle East College. Educational Assessment, Evaluation, and Accountability, 32, 519-535. https://doi.org/10.1007/s11092-020-09340-w
Guevarra, M. B. (2018, July 14). Mathematics education in the Philippines. Sun Star Pampanga. https://www.pressreader.com/philippines/sunstar-pampan ga/20180714/281736975223070
Hagan, J., Amoaddal, S., Lawer, V., & Atteh, E. (2020). Students’ perception towards Mathematics and its effects on academic performance. Asia Journal of Education and Social Studies. 8(1). https://www.researchgate.net/publication/341651810_Students%27_Perception_towards_Mathematics_and_Its_ Effects_on_Academic_Performance
Henschel, S. & Roick, T. (2017). Relationships of mathematics performance, control, and value beliefs with cognitive and effective math anxiety. Learning and Individual Differences, 55, 97-107. https://doi.org/10.1016/j.lindif.2017.03.009.
Hill, F., Mammarella, I. C., Devine, A., Caviola, S., Passolunghi, M. C., & Szűcs, D. (2016). Maths anxiety in primary and secondary school students: Gender differences, developmental changes, and anxiety specificity. Learning and Individual Differences, 48, 45-53. https://doi. org/10.1016/j.lindif.2016.02.006
Jita, L., & Reju, C. (2020). A comparative investigation of assessment practices in the distance and online learning undergraduate mathematics in Nigeria. Journal of Educational Research & Practice, 10(1), 90-103. https://doi.org/10.5590/JERAP.2020.10.1.06
Katsaris, I., & Vidakis, N. (2021). Adaptive e-learning systems through learning styles: A review of the literature. Advances in Mobile Learning Educational Research, 1(2), 124-145. https://doi.org/10.25082/AMLER.2021.02.007
Korn, L., & Davidovitch, N. (2016). The profile of academic offenders: Features of students who admit to academic dishonesty. Medical Science Monitor, 2016(22), 3043-3055. http://www.medscimonit.com/abstract/ index/idArt/898810.
Krijgsman, C., Vansteenkiste, M., Tartwijk, J., Maes, J., Borghouts, L., Cardon, G., Mainhard, T. & Haerens, L. (2017). Performance grading and motivational functioning and fear in physical education: A self-determination theory perspective. Learning and Individual Differences, 55, 202-211. https://doi. org/10.1016/j.lindif.2017.03.017
Latterell, C. M., & Wilson, J. L. (2016). Math is like a lion hunting a sleeping gazelle: Preservice elementary teachers’ metaphors of mathematics. European Journal of Science and Mathematics Education, 4(3), 283–292. https://eric.ed.gov/?id=EJ1107832
Lukumon, G., & Maharaj, A. (2022). Students’ experiences on the remote teaching and learning of Linear Algebra during COVID-19. African Journal of Research in Mathematics, Science and Technology Education, 26(1), 35-46. https://doi.org/10.1080/18117295.20 22.2075173
Luttenberger, S., Wimmer, S., & Paechter, M. (2018). Spotlight on math anxiety. Dove Press Journal: Psychology Research and Behavior Management, 11, 311-322. https://doi.org/10.2147/PRBM.S141421
Mazana, Y. M., Calkin, S. M., & Respickius, O. C. (2019). Investigating students’ attitude towards learning Mathematics. International Electronic Journal of Mathematics Education, 14(1), 207-231. https://erepo.uef.fi/handle/123456789/7398.
Moloi, M., & Kanjee, A. (2018). Beyond test scores: A framework for reporting mathematics assessment results to enhance teaching and learning. Pythagoras, 39(1), a393. https://doi.org/10.4102/pythagoras.v39i1.393
Mutlu, Y. (2019). Math anxiety in students with and without math learning difficulties. International Electronic Journal of Elementary Education, 11(5), 471-475. https://www.iejee.com/index.php/IEJEE/article/view/755/408
Napa Valley College. (n.d.) Academic Honesty in Online Courses. https://www.napavalley.edu/academics/OnlineEd/Pages/AcademicHonestyInOnlineCourses.aspx
National Economic and Development Authority. (2016). About AmBisyon Natin 2040. https://2040. neda.gov.ph/about-ambisyon-natin-2040/
Ní Fhloinn, E., & Fitzmaurice, O. (2022). Any advice? Lessons learned by mathematics lecturers for emergency remote teaching during the COVID-19 pandemic. International Journal of Mathematical Education in Science and Technology, 53(3), 566-572. https://doi.org/ 10.1080/0020739X.2021.1983049
Núñez-Peña M. I., & Bono, R. (2019) Academic anxieties: Which type contributes the most to low achievement in methodological courses? Educational Psychology, 39(6), 797-814. https://doi.org/10.1080/01443410.2019.1582756
O’Leary, K., Fitzpatrick, C. L., & Hallett, D. (2017). Math anxiety is related to some, but not all: Experiences with Math. Frontiers in Psychology, 8(2067), 1-13. https://doi.org/10.3389/fpsyg.2017.02067
Orbach, L., Herzog, M., & Fritz, A. (2020). Stateand trait-math anxiety and their relation to math performance in children: The role of core executive functions. Cognition, 200, 1-16. https://doi.org/10.1016/j.cognition.2020.104271
Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2016). Comparing tablets and PCs in teaching mathematics: An attempt to improve mathematics competence in early childhood education. Preschool and Primary Education, 4(2),241–253. https:// doi.org/10.12681/ppej.8779
Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2017). Improving mathematics teaching in kindergarten with realistic mathematical education. Early Childhood Education Journal, 45(3), 369–378. https://link.springer.com/article/10.1007/s10643-015-0768-4
Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2021). Teaching mathematics with mobile devices and the Realistic Mathematical Education (RME) approach in kindergarten. Advances in Mobile Learning Educational Research, 1(1), 5-18. https://www.syncsci.com/journal/AMLER/article/view/ AMLER.2021.01.002
Passolunghi, M. C., Cargnelutti, E., & Pellizzoni, S. (2019). The relation between cognitive and emotional factors and arithmetic problem-solving. Educational Studies in Mathematics, 100(3), 271–290. https://doi. org/10.1007/s10649-018-9863-y
Poultsakis, S., Papadakis, S., Kalogiannakis, M., & Psycharis, S. (2021). The management of digital learning objects of natural sciences and digital experiment simulation tools by teachers. Advances in Mobile Learning Educational Research, 1(2), 58-71. https://doi.org/10.25082/AMLER.2021.02.002
Primi, C., Busdraghi, C., Tomasetto, C., Morsanyi, K., & Chiesi, F. (2014). Measuring math anxiety in Italian college and high school students: Validity, reliability, and gender invariance of the Abbreviated Math Anxiety Scale (AMAS). Learning and Individual Differences, 34, 51-56. https://doi.org/10.1016/j. lindif.2014.05.012
Radisic, J., Videnovic, M., & Baucal, A. (2015). Math anxiety: Contributing school and individual level factors. European Journal of Psychology of Education, 30, 1-20. https://doi.org/10.1007/s10212-014-0224-7
Rodríguez, S., Regueiro B., Piñeiro I., Estévez, I., & Valle A. (2020). Gender differences in mathematics motivation: Differential effects on performance in primary education. Frontiers in Psychology, 10(3050). https:// doi.org/10.3389/fpsyg.2019.03050
Rotas, E. E., & Cahapay, M. B. (2020). Difficulties in remote learning: Voices of Philippine university students in the wake of COVID-19 crisis. Asian Journal of Distance Education, 15(2), 147-158. https://doi.org/10.5281/zenodo.4299835
Schillinger, F. L., Vogel, S. E., Diedrich, J., & Grabner, R. H. (2018). Math anxiety, intelligence, and performance in mathematics: Insights from the German adaptation of the Abbreviated Math Anxiety Scale (AMAS-G). Learning and Individual Differences, 61, 109-119. https://doi.org/10.1016/j.lindif.2017.11.014
Schult, J., Mahler, N., Fauth, B., & Lindner, M. A. (2022). Did students learn less during the COVID-19 pandemic? Reading and mathematics competencies before and after the first pandemic wave. School Effectiveness and School Improvement. https://doi.org/10.1080/09243453.2022.2061014
Slade, C., Lawrie, G., Taptamat, N., Browne, E., Sheppard, K. & Matthews, K. E. (2022). Insights into how academics reframed their assessment during a pandemic: Disciplinary variation and assessment as an afterthought. Assessment & Evaluation in Higher Education, 47(4), 588-605. https://doi.org/10.1080/02602938.2021.1933379
Sokolowski, H. M., Hawes, Z., & Lyon, I. M. (2019). What explains sex differences in math anxiety? A closer look at the role of spatial processing. Cognition, 182, 193-212. https://doi.org/10.1016/j.cognition.2018.10.005
Subia, S. G., Salangsang, G. L., & Medrano, B. H. (2018). Attitude and performance in mathematics I of Bachelor of Elementary Education Students: A Correlational Analysis. American Scientific Research Journal for Engineering, Technology, and Sciences, 39(1), 206-213. https://asrjetsjournal.org/index.php/American_ Scientific_Journal/article/view/3821
Taylor, B., Hodgen, J., Jacques, L., Tereshchenko, A., Cockerill, M., & Kwok, R. K. W. (2022). Access to mathematics learning for lower secondary students in England during school closures: Implications for equity and quality. Teachers and Teaching. https://doi.org/10.1080/13540602.2022.2062717
Tootoonchi, N. (2016). The importance of students’ perceptions of the online learning environment in Mathematics classes: Literature review. International Journal of Education Research, 11(1), 1–14. https://www. thefreelibrary.com/The+importance+of+- students%27+perceptions+of+the+online+learning...-a0474041512 United Nations. (2015). Transforming our world: The 2030 Agenda for Sustainable Development. https://sdgs.un.org/sites/default/files/publications/21252030%20Agenda%20for%20 Sustainable%20Development%20web.pdf
Vaessen, B. E., van den Beemt, A., van de Watering, G., van Meeuwen, L. W., Lemmens, L. & den Brok, P. (2017). Students’ perception of frequent assessments and its relation to motivation and grades in a statistics course: A pilot study. Assessment and Evaluation in Higher Education, 42(6), 872-886. https://doi.org/10.1080/02602938.2016.1204532
van Dinther, M., Dochy, F., Segers, M., & Braeken, J. (2014). Student perceptions of assessment and student self-efficacy in competency-based education. Educational Studies, 40(3), 330-351. https://doi.org/10.1080/030 55698.2014.898577
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 AsTEN Journal of Teacher Education
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
![](http://po.pnuresearchportal.org/wp-content/uploads/2024/02/Scopus®_151_JPG.jpg")
