An Exploration of Topic-wise Mastery in Mathematics and its Relationship with Students’ Motivation, Perception, and Interest.
Keywords:
Diagnostic Test, Mathematics Education, Topic-wise Mastery, Secondary SchoolAbstract
This study investigates the heterogeneity of topic-wise mastery in mathematics and its relationship with affective factors among Malaysian secondary school students. Despite documented national weaknesses in international assessments such as PISA (PISA 2022 Results (Volume I), 2023) it remains unclear which specific curriculum topics pose the greatest challenges. Using a quantitative design, the achievement of 50 Form 2 students was assessed across five core mathematical domains: Algebra, Geometry, Statistics, Probability, and Straight Lines. Affective factors, including Motivation, Perception, and Interest, were measured via a survey questionnaire. Repeated Measures ANOVA revealed a highly significant main effect of topic on student achievement (p < 9.255×10⁻³¹). Multiple Linear Regression (MLR) analysis indicated that affective factors were not statistically significant predictors of achievement for any individual topic. These findings highlight the necessity of a topic-wise diagnostic approach and suggest that extrinsic, structural factors, such as instructional quality, are the dominant influences on topic-wise success, calling for targeted pedagogical interventions in abstract domains.
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