This study aims to identify the role of mathematical representation as a mediator between mathematical belief and problem solving. A quasi-experimental design was developed that included 426 Form 1 secondary school students. Respondents comprised 209 and 217 students in the treatment and control groups, respectively. SPSS 23.0, ANATES 4 and Amos 18 were used for data analysis. Findings indicated that mathematical representation plays a significant role as mediator between mathematical belief and arithmetic problem solving. The Realistic Mathematics Education (RME) approach successfully increased the arithmetic problem-solving ability of students.
This study investigates the relationship between metacognition and achievement goals which may influence mathematical modeling competency in students of mathematics education programs. The current study employs 538 students of mathematics education program; 483 (89.8%) of whom are male and 55 (10.2%) are aged from 18 years old to 22 years old. The study follows a correlational research design to investigate and measure the degree of relationship amongst mathematical modeling competencies, achievement goals and metacognition. Results indicate that achievement goals and metacognition positively influence mathematical modeling competency. Moreover, four metacognition dimensions including awareness, planning, cognitive strategy and self-checking are positive partial mediators because they increase the association between achievement goals and mathematical modeling competency. In conclusion, metacognition and achievement goals positively affect students' mathematical modeling competency.
Badminton is a highly sophisticated, fierce, and competitive tactical game. It requires the same action of hitting a ball with different landing points. Therefore, the complexity of badminton practitioner's sports decision-making is relatively high. Accordingly, it is extremely important to study the difference between the eye movement characteristics of different levels of badminton athletes and the difference between the eye movement characteristics of different sports levels of amateur athletes. Overall, 15 students from the badminton professional training team of the Physical Education College of the Jiangxi Science and Technology Normal University and 15 students from the common public sports and badminton course were included as experimental participants in the present study. The laboratory experimental test on the virtual sports situation in badminton was conducted using an eye tracker. The eye movement index of both the badminton professionals and the experimental participants was recorded for statistical analysis, and the following results were obtained: (1) In the cognitive decision-masking task, the reaction time of the professional badminton practitioners was faster than that of the amateur practitioners. Similarly, in the intuitive decision-masking task, the reaction time and accuracy of the former were better than those of the latter. (2) The professional badminton practitioners' group was able to process and integrate the searched information in the process of sports attention selection information; although the amateur group was able to search and filter information, they were passive and could not actively process and assimilate the searched information. (3) The professional badminton practitioners could allocate their attention reasonably and process information in the process of attention transfer, while their amateur counterparts were affected easily by external interference factors. The level of motor intelligence of badminton practitioners in the professional group was higher than that of the amateur practitioners. Thus, these two groups of different levels showed attention transfer. (4) The mental skills of the professional group were higher than those of the amateur group.
This study aims to determine the level of collaboration, in-service training and teaching resource proficiency amongst Chemistry teachers by investigating the intermediary role of collaboration for training and teaching resources competency. A total of 184 Chemistry teachers in Riau, Indonesia, have participated in the survey. Using AMOS and SPSS 25.0 software to analyse the research data, we find a high level of collaboration, training and teaching resource proficiency amongst Chemistry teachers. Male teachers have higher proficiency level on all aspects than female teachers. The MANOVA test results show a significant difference in teacher resource competency based on gender. Male teachers are significantly more proficient than their female counterparts. However, they do not significantly differ in terms of collaboration and in-service training. The structural equation modelling test results show that collaboration has a significant role in Chemistry teachers' involvement in training and teaching resources. These research findings encourage relevant parties to design effective collaborations amongst Chemistry teachers. They also offer new insights for Chemistry teachers to keep on mastering teaching resources nationally and internationally.
Guided by a model promoted by Biccard and Wessels (2011) and empirical evidence, this work aims to examine a model that includes meta-cognitive behaviour and mathematical modelling competency with the indirect effects of two performance goal sub-constructs, namely, other-approach and other-avoidance goals. The study investigates the correlation between meta-cognitive behaviour and performance goals that may affect mathematical modelling competency. A total of 538 mathematics education programme students (89.8% female and 10.2% male) in Indonesia are considered. A correlational study is performed to examine the level of the link amongst mathematical modelling competency, performance goals and meta-cognitive behaviour. Results show that meta-cognitive behaviour positively affects mathematical modelling competency, but no significant direct relationship is observed between performance goals and mathematical modelling competency. Furthermore, other-approach and other-avoidance goals are significant mediators between meta-cognitive behaviour and mathematical modelling competency. We conclude that meta-cognitive behaviour positively influences the mathematical modelling competency of students, which is unaffected by other-approach and other-avoidance goals.
Sport engagement plays a crucial role in promoting physical well-being, fostering social connections, and enhancing overall quality of life. However, various factors, including financial constraints and limited resources, can serve as barriers to sport participation. Additionally, volunteerism has been recognized as a significant contributor to the growth and development of sports in communities. This research study aims to explore the relationship between the cost of sport engagement and volunteerism among individuals in Malaysia. This study was conducted to test the effect of sponsorship, expenditure and volunteering on activeness. A causal correlation study was conducted comprising a total of 501 young people in Malaysia who were selected randomly. This study found that sponsorship, expenditure and volunteerism towards activeness amongst youth are at a moderate level. The findings also showed that sponsorship (β = 0.035, sig = 0.682, p > 0.05) and voluntary (β = 0.098, sig = 0.192, p > 0.05) have no significant contribution towards activeness, the sponsorship and volunteering are not factors which contribute to changes in activeness. However, there is a significant effect of expenditure as an intermediary in the relationship between sponsorship and activeness (β = 0.107, sig = 0.001, p 0.05). This study provides implications to Ministry of Youth and Sports that sponsorship, expenditure, and voluntary are not main factors which contribute to activeness.
Reciprocal Teaching a type of cooperative teaching and learning strategy involving learners with similar academic backgrounds sharing teacher and student roles. Its use was not explored to the same degree as other types of peer-assisted strategy, including students at different levels. The goal of the systematic review was to investigate the impact of Reciprocal Teaching on existing literature in the field of education which include the use of Reciprocal Teaching for all student's level to enhancing academic achievement and ROSES (Reporting Standards for Systematic Evidence Syntheses) was carried out as a review protocol to conduct Systematic Literature Review (SLR). A literature review performed between January 2013 and February 2022 using the relevant electronic databases (Eric Plus Text, PubMed, Web of Science, Scopus) as well as searching for the keywords. Twenty-eight researches met the set inclusion requirements for this review. The results found that Reciprocal Teaching improved comprehension of the subject under review, enhanced cooperative learning, improved academic achievement, communication, metacognition, teaching skills, developed a positive impact in learners understanding, especially in evaluating learning performance and reciprocal teaching which may improve the understanding of reading, solving word problems in scientific fields.
This study contributes to the existing body of research by examining the mediating effect of ethics in the relationship between mathematics teacher cooperation and readiness. It fills a gap in the literature by investigating the ethical dimensions of collaboration and their impact on readiness for the industrial revolution. This study aims to determine the mediator effect of ethics between the relationship of Mathematics Teacher Cooperation and Readiness in Facing the Era of Industrial Revolution. The study involved a total of 231 mathematics teachers in Indonesia and a total of 384 mathematics teachers in Malaysia using simple random sampling. A survey was conducted to determine the readiness of mathematics teachers in facing the industrial revolution. This study used SEM analysis (using AMOS software) to determine the model of teacher readiness facing the era of industrial revolution such as the direct effect of mathematics teacher cooperation and readiness in facing the era of industrial revolution, the essence of ethics as mediators of the relationship between mathematics teacher cooperation and readiness in facing the era of industrial revolution. The study findings showed collaboration has significant effect on IR4.0 readiness and the direct effect of collaboration on ethics was also significant. Indirectly, ethics has a significant mediating effect in the contribution between collaboration on the readiness of IR4.0 among mathematics teachers in Indonesia and Malaysia. A partial mediator occurred in the results of this study. In conclusion, the study's implications and recommendations emphasize the importance of collaborative practices, ethics, and cross-cultural considerations in preparing mathematics teachers for the Industrial Revolution era in Indonesia and Malaysia. These recommendations highlight the significance of policy support, professional development, ethical guidelines, and research-informed practices to enhance readiness for the challenges brought about by technological advancements.