Pre-service accounting teachers’ confidence and motivation in doing mathematics
DOI:
https://doi.org/10.18820/2519593X/pie.v39.i4.10Keywords:
Pre-service teachers, Accounting, Mathematics, Confience, Motivation, TeachingAbstract
The purpose of the study was to determine pre-service accounting teachers’ perceptions of the confidence and motivation in doing mathematics in Bachelor of Education Accounting courses at a higher education institution, with the aim of informing higher education heutagogy as it relates to teaching and learning in accounting. This study included a convenience sample of 255 preservice accounting teachers from a higher education institution in South Africa and a purposive sample of 18 students was drawn. Data collection was done through questionnaires and an interview schedule. A sequential explanatory design and sampling were employed. Data were analysed using SPSS for quantitative data and the interviews were transcribed and analysed qualitatively. The mean scores are above average (positive) for the cohort, however, there were numerous students with low scores in the effectance motivation and confidence scales. A more positive attitude towards effectance motivation in doing mathematics came from Indian, English and suburban respondents (p<.050). These students were not discouraged by difficult mathematical problems and are thus motivated by the challenges of mathematics. The interviews showed that parents positively influenced these students to persevere when faced with challenging mathematics problems. The results show no significant differences in the confidence in doing mathematics subscale (p >.050) in relation to gender, age, race group, mother tongue, Grade 12 mathematics, accounting module or location of schools. This finding runs counter to interview responses where 10 of the participants did not believe that they had a lot of selfconfidence when it comes to mathematical accounting calculations and could not do advanced work without seeking help from others, compared with 6 participants who agreed that they had a lot of selfconfidence when it comes to mathematical accounting calculations and could do advanced work without seeking help from others. In third-year accounting, strong significant connections were found between motivation in doing mathematics, confidence in doing mathematics and achievement in Accounting 420.
Downloads
References
Abramovich, S., Grinshpan, A. Z. & Milligan, D.L. 2019. Teaching mathematics through concept motivation and action learning. Education Research International, 1–14. https://doi.org/10.1155/2019/3745406
Ames, C. 1992. Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84: 261–271. https://doi.org/10.1037/0022-0663.84.3.261
Anthony, G. 2000. Factors influencing first-year students’ success in mathematic. International Journal of Mathematical Education in Science & Technology, 31: 3–14. https://doi.org/10.1080/002073900287336
Aruwa, O.S. 2011. Influences on attitudes to mathematics. Master of Education. Australia: Auckland University of Technology.
Bandura, A. 1986. Social foundations thought and action: A social cognitive theory. Englewood Cliifs, NJ, Practice Hall Inc.
Canada, D.D. 2011. Turning the key to success: An examination of the mathematics attitudes of African American elementary students. Master of Education. USA: University of Louisville.
Curtis, K.M. 2006. Improving student attitudes: A study of a mathematics curriculum innovation. Doctor of Philosophy. Kansas: Kansas State University.
Deci, E.L. 1972. Intrinsic motivation, extrinsic reinforcement, and inequity. Journal of Personality and Social Psychology, 22: 113–120. https://doi.org/10.1037/h0032355
Deci, E.L. & Ryan, R.M. 1985. Intrinsic motivation and self-determination in human behaviour. New York: Plenum Press. https://doi.org/10.1007/978-1-4899-2271-7
Deci, E.L. & Ryan, R.M. 2000. The “what” and “why” of goal pursuits: Human needs and the self-determination of behaviour. Psychological Inquiry, 11: 227–268. https://doi.org/10.1207/S15327965PLI1104_01
Drake, S.M. & Burns, R.C. 2004. Meeting standards through integrated curriculum. Alexandria, VA: Association for Supervision and Curriculum Development.
Eccles, J.S. & Wigfield, A. 2002. Motivational beliefs, values, and goals. Annual Review of Psychology, 53: 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153
Erdogan, A., Kesici, S. & Sahin, I. 2011. Prediction of high school students’ mathematics anxiety by their achievement motivation and social comparison. Elementary Education Online, 10: 646–652.
Farooq, M.S. & Shah, S.Z.U. 2008. Students’ attitude towards mathematics. Pakistan Economic and Social Review, 46: 75–83.
Fedoryshyn, M.W., O’brien, E., Hintz, A. & Bosner, K. 2010. Arithmetical reasoning skills as a predictor of success in principles of accounting. Academy of Educational Leadership Journal, 14: 93-107.
Frazier-Kouassi, S. 1999. A psychological study of mathematics attitudes and achievement among female Ivorian students. Michigan: University of Michigan.
Hannula, M.S. 2002. Attitude towards mathematics: Emotions, expectations and values. Educational Studies in Mathematics, 49: 25–46. https://doi.org/10.1023/A:1016048823497
Heck, A. & van Gastel, L. 2006. Mathematics on the threshold. International of Mathematics Education in Science and Technology, 1–24.
Humphreys, A., Post, T. & Ellis, A. 1981. Interdisciplinary methods: A thematic approach. Santa Monica, CA: Goodyear Publishing Company.
Hurst, M. 2012. The effect of student attitudes and beliefs on mathematics education. Ontario: McMaster University.
Kaufman, D., Moss, D.M. & Osborn, T.A. 2003. Beyond the boundaries: A transdisciplinary approach to learning and teaching. Wesrport, CT: Praeger.
Merriam-Webster 1999. Definition of Integration. In: 10th (ed.) Collegiate Dictionary. Merriam-Webster Incorporated.
Middleton, J.A. & Spanias, P.A. 1999. Motivation for achievement in mathematics: Findings, generalizations, and criticisms of the research. Journal for Research in Mathematics Education, 30: 65–88. https://doi.org/10.2307/749630
Mkhize, M. 2019. Transdisciplinary relationship between mathematics and accounting. The Journal for Transdisciplinary Research in Southern Africa, 15: 1–18. https://doi.org/10.4102/td.v15i1.451
Mwakapenda, W. & Dhlamini, J. 2010. Integrating mathematics and other learning areas: Emerging tensions from a study involving four classroom teachers. Pythagoras, 71: 22–29. https://doi.org/10.4102/pythagoras.v0i71.3
Noble, R. 2011. Mathematics self-efficacy and African American male students: An examination of models of success. Journal of African American Males in Education, 2, 1–26.
Nortvedt, G.A. & Siqveland, A. 2018. Are beginning calculus and engineering students adequately prepared for higher education? An assessment of students’ basic mathematical knowledge. International Journal of Mathematical Education in Science & Technology, 50: 1–19. https://doi.org/10.1080/0020739X.2018.1501826
O’keefe, P. 2010. Motivation science and game design. Available: http://steinhardtapps.es.its.nyu.edu/create/courses/2176/2176_materials/2176-09-Guest_Lecture_OKeefe.pdf. [Accessed 20 June 2020].
Pajares, F. & Schunk, D.H. 2001. Self-beliefs and school success: Self-efficacy, self- concept, and school achievement. London: Ablex Publishing.
Posamentier, A. 2017. Student engagement – 9 Strategies for motivating students in mathematics. Available at https://www.edutopia.org/blog/9-strategies-motivating-studentsmathematics-alfred-posamentier [Accessed 23 September 2021].
Rach, S. & Ufer, S. 2020. Which prior mathematical knowledge is necessary for study success in the university study entrance phase? Results on a new model of knowledge levels based on a reanalysis of data from existing studies. International Journal of Research in Undergraduate Mathematics Education, 6: 375–403. https://doi.org/10.1007/s40753-020-00112-x
Selesho, J.M. 2000. An investigation into factors that influence the results of accounting (education I at the Technikon Free State. Magister Technologiae Education. Port Elizabeth: Port Elizabeth Technikon.
Shaftel, J. & Shaftel, T. 2005. The influence of effective teaching in accounting on student attitudes, behaviour, and performance. Issues in Accounting Education, 20: 231–246. https://doi.org/10.2308/iace.2005.20.3.231
Stenberg, L., Varua, M.E. & Yong, J. 2010. Mathematics aptitude, attitude, secondary schools and student success in quantitative methods for business subject in an Australian Catholic university experience. Paper presented at the 39th Australian Conference of Economists. Sydney, 27–29 September.
Tsanwani, A.R. 2009. Tracing factors that facilitate achievement in mathematics in traditionally disadvantaged secondary schools. Unpublished PhD thesis. Pretoria: University of Pretoria.
Vandecandelaere, M., Speybroeck, S., Vanlaar, G., De Fraine, B. & van Damme, J. 2012. Learning environment and students’ mathematics attitude. Studies in Educational Evaluation, 38: 107–120. https://doi.org/10.1016/j.stueduc.2012.09.001
Villamar, A.J., Gayagoy, M., Matalang, F. & Catacutan, K.J. 2020. Usefulness of mathematics subjects in the accounting courses in baccalaureate education. Mathematics and Statistics, 8: 27–31. https://doi.org/10.13189/ms.2020.080103
Wenner, G. 2001. Science and mathematics efficacy beliefs held by practicing and prospective teachers: A 5-year study. Journal of Science Education and Technology, 10: 181–187. https://doi.org/10.1023/A:1009425331964
Yu, D.D. 2011. How much do study habits, skills, and attitudes affect student performance in introductory college accounting courses? New Horizons in Education, 59: 1–15.
Yunker, P.J., Yunker, J.A. & Krull, G.W. 2009. The influence of mathematics ability on performance in principles of accounting. The Accounting Educators’ Journal, XIX: 1–20.
Zandi, G., Shahabi, A. & Bagheri, M. 2012. The relationship between mathematics excellency and efficiency of accounting students. Journal of Modern Accounting and Auditing, 8: 1419–1427.
##submission.downloads##
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Prof Msizi Mkhize
This work is licensed under a Creative Commons Attribution 4.0 International License.
