Students’ Perceptions on Mathematics Assessment in Remote Learning
Main Article Content
Keywords
assessment, academic honesty, Math anxiety, perception
Abstract
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
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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
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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
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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
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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
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Dec 29, 2022
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How to Cite
Zhan, J., Chuang, M., Garcia, S. K., & Santos, T. (2022). Students’ Perceptions on Mathematics Assessment in Remote Learning. AsTEN Journal of Teacher Education, 6. https://doi.org/10.56278/asten.v6i.1799
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Research Article
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