The Influence of Mathematics National Examination Scores on Grade Point Average, Mathematics Anxiety, and Self-Regulated Learning of 2018 Second Year Students

Pancaran Pendidikan Pub Date : 2021-06-14 DOI:10.25037/pancaran.v10i2.334

Florianus Martinus Rayoan, Ryan Anderson Dimu Ludji

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Abstract

The purpose of this study is to determine the effect of the national mathematics exam scores on grade point average (GPA), mathematics anxiety, and self-regulated learning of the second-year students of Mathematics Education study program, Faculty of Teacher Training and Education at Nusa Cendana University in a multivariate manner. This study is correlation research which was conducted at the Faculty of Teacher Training and Education of Nusa Cendana University. The population in this study were the mathematics education program students, Teacher Training and Education Faculty of Nusa Cendana University. The samples consist of 73 students. Data collection techniques used in this research are online questionnaires and documentation methods. Data analysis techniques used in this research are simple linear regression analysis and multivariate analysis of variance (MANOVA) and also hypothesis testing using the t-test and probability level. The result shows that (1) tvalue0.05, while mathematics anxiety shows a significance level of 0.848>0.05, and self-regulated learning shows a significance level of 0.540>0.05. In conclusion, the national mathematics exam scores in a multivariate manner do not influence the GPA, mathematics anxiety, and self-regulated learning.

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数学国考成绩对2018年大二学生平均成绩、数学焦虑和自主学习的影响

摘要本研究旨在探讨全国数学考试成绩对努沙大学教师培训与教育学院数学教育专业二年级学生平均绩点(GPA)、数学焦虑和自主学习的影响。本研究为相关研究，由努沙大学教师培训与教育学院进行。本研究的研究对象为努沙青大师资培训与教育学院数学教育专业的学生。样本由73名学生组成。本研究使用的数据收集技术是在线问卷调查和文献法。本研究使用的数据分析技术是简单的线性回归分析和多元方差分析(MANOVA)，也使用t检验和概率水平进行假设检验。结果表明(1)tvalue为0.05，其中数学焦虑显著性水平为0.848>0.05，自我调节学习显著性水平为0.540>0.05。综上所述，全国数学考试成绩对学生的GPA、数学焦虑和自我调节学习没有影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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