The Dominant Factor of Teacher's Role as a Motivator of Students' Interest and Motivation in Mathematics Achievement

Autor/in	Tambunan, Hardi
Titel	The Dominant Factor of Teacher's Role as a Motivator of Students' Interest and Motivation in Mathematics Achievement
Quelle	In: International Education Studies, 11 (2018) 4, S.144-151 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Teacher Role; Mathematics Instruction; Mathematics Achievement; Educational Objectives; Cognitive Style; Student Motivation; Learning Motivation; High School Students; Questionnaires; Student Attitudes; Path Analysis; Statistical Analysis; Correlation; Teaching Methods; Foreign Countries; Regression (Statistics); Indonesia + Suchen Sie Ihr Suchwort? Lehrerrolle; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Educational objective; Bildungsziel; Erziehungsziel; Cognitive styles; Kognitiver Stil; Schulische Motivation; Motivation for studies; Lernmotivation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Fragebogen; Schülerverhalten; Pfadanalyse; Statistische Analyse; Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Regression; Regressionsanalyse; Indonesien
Abstract	This study aims to identify the most dominant factor of the teacher's role as a motivator that influences students' interest and motivation to perform in mathematics achievement. It is conducted in eighth grade of senior high school with 209 students, consisted of five state schools and two private schools from seven regencies in North Sumatera. The data collecting technique uses questionnaire about students' interest and motivation toward mathematics and teacher's role as motivator. Numerical data on mathematics achievement of students is obtained from school documents. The result of data with path analysis is obtained by dominant factor of teacher's role as motivator that is factor of delivery of learning goal and learning comfort equal to 6.10%, and 6.00% is influenced by the delivery of learning objectives and variations of learning approaches, 5.17% is influenced by the delivery of learning objectives, 5.06% is due to variations in the learning approach, 4.61% is influenced by learning comfort and variation of learning approach, and 4.26% influenced by pleasant class atmosphere. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01