Teachers with an understanding of what and how their teaching influence students’ learning are better able to adapt their teaching in the class. The purpose of this study is to investigate the relationship between teacher charisma and student attitude towards calculus. There are 1,150 Taiwanese undergraduates participated the research and two instruments, Attitude Toward Calculus Inventory (ATCI) and Inventory of Teaching Charisma in the College Classroom (ITCCC), were used to assess the participants’ attitudes toward calculus and the perception about their teacher charisma. After collection of data, analyses including descriptive statistics, t test, correlation analysis, and multiple linear regression analysis were performed in SPSS. The study concludes that there are differences between the attitude levels of students by gender; male students report more positive attitudes than females on calculus. Moreover, students’ perceptions of the teacher’s charisma were found to contribute significantly to the predictor equation for students’ attitude towards calculus.
| Published in | International Journal of Science, Technology and Society (Volume 5, Issue 2) |
| DOI | 10.11648/j.ijsts.20170502.12 |
| Page(s) | 26-32 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2017. Published by Science Publishing Group |
Student Attitudes, Teacher Charisma, College Students, Calculus
| [1] | Buckley, S. (2013). Deconstructing maths anxiety: Helping students to develop a positive attitude towards learning maths. (ACER Occasional Essays) Melbourne Vic : ACER. |
| [2] | Bramlett, D. C., & Herron, S. (2009). A study of African-American college students' attitude towards mathematics. Journal of Mathematical Sciences & Mathematics Education, 3(2), 43-51. |
| [3] | Ma, X., & Kishor, N. (1997). Assessing the relationship between attitude toward mathematics and achievement in mathematics: A meta-analysis. Journal for Research in Mathematics Education, 28(1), 27-47. |
| [4] | Mohd, N., Mahmood, T. F. P. T., & Ismail, M. N. (2011). Factors that influence students in mathematics achievement. International Journal of Academic Research, 3(3), 49-54. |
| [5] | Mohamed, L., & Waheed, H. (2011). Secondary students’ attitude towards mathematics in a selected school of Maldives. International Journal of Humanities and Social Science, 1(15), 277-281. |
| [6] | Papanastasiou, C. (2000). Effects of attitudes and beliefs on mathematics achievement. Studies in Educational Evaluation, 26, 27-42. |
| [7] | Niemi, H. (2002). Active learning – A cultural change needed in teacher education and schools. Teaching and Teacher Education 18(7), 763-80. |
| [8] | Neale, D. C. (1969). The role of attitude in learning mathematics. Arithmetic Teacher, 16, 631-640. |
| [9] | Huang, Y. C., & Lin, S. H. (2015). Development and validation of an inventory for measuring student attitudes toward calculus. Measurement and Evaluation in Counseling and Development, 48(2), 109-123. |
| [10] | Lin, S. H., & Huang, Y. C. (2016a). Development and application of a Chinese version of the short attitudes towards mathematics inventory. International Journal of Science and Mathematics Education, 14(1), 193-216. |
| [11] | Tapia, M., & Marsh, G. E., II. (2004). An instrument to measure mathematics attitudes. Academic Exchange Quarterly, 8(2), 16-21. |
| [12] | Tapia, M., & Marsh, G. E., II. (2005). Attitudes toward mathematics inventory redux. Academic Exchange Quarterly, 9(3), 272-275. |
| [13] | Peker, M., & Mirasyedioğlu, Ş. (2008). Pre-service elementary school teachers’ learning styles and attitudes towards mathematics. Eurasia Journal of Mathematics Science & Technology Education, 4 (1), 21-26. |
| [14] | Ashcraft, M. H., & Kirk, E. P. (2001). The relationships among working memory, math anxiety, and performance. Journal of Experimental Psychology, 130(2), 224-237. |
| [15] | Pajares, F., & Miller, Μ. D. (1994). Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis. Journal of Educational Psychology, 86 (2), 193-203. |
| [16] | Eshun, B. (2004). Sex-differences in attitude of students towards mathematics in secondary schools. Mathematics Connection, 4, 1-13. |
| [17] | Ruffins, P. (2007). A real fear. Diverse: Issues in Higher Education, 24(2), 17-19. |
| [18] | Ryan, K. E., & Ryan, A. M. (2005). Psychological processes Underlying stereotype threat and standardized math test performance. Educational Psychologist, 40(1), 53-63. |
| [19] | Karimi, A., & Venkatesan, S. (2009). Mathematics anxiety, mathematics performance and academic hardiness in high school students. International Journal of Educational Sciences, 1, 33-37. |
| [20] | Asante, K. O. (2012). Secondary students’ attitudes towards mathematics. IFE PsychologIA, 20(1), 121-133. |
| [21] | Spencer, S. J., Steele, C. M., & Quinn, D. M. (1999). Stereotype threat and women’s math performance. Journal of Experimental Social Psychology, 35, 4-28. |
| [22] | Frenzel, A. C., Pekrun, R., & Goetz, T. (2007). Girls and mathematics—a hopeless issue? A control-value approach to gender differences in emotions towards mathematics. European Journal of Psychology of Education, 22(4), 497-514. |
| [23] | Hemmings, B., Grootenboer, P., & Kay, R. (2011). Predicting mathematics achievement: The influence of prior achievement and attitudes. International Journal of Science and Mathematics Education, 9(3), 691-705. |
| [24] | Sanchez, K., Zimmerman, L., & Ye, R. (2004). Secondary students' attitudes toward mathematics. Academic Exchange Quarterly, 8(2), 56-60. |
| [25] | Nicolaidou, M., & Philippou, G. (2003). Attitudes towards mathematics, self-efficacy and achievement in problem solving. In: M. A. Mariotti (Ed), European Research in Mathematics Education III. Pisa: University of Pisa. |
| [26] | Hung, H. C., Shieh, V., & Lo, H. W. (2013). A study on gender-stereotypes and mathematics-related professional development: An example to the female engineering majors in science and technology university. Journal of Pingtung University of Education, 40, 77-104. |
| [27] | Joseph, W. N. (1998). America's Teachers: an introduction to education to education. Addison Wesley Longman, New York. |
| [28] | Samuel, S. (2008). Charcater. BiblioBazaar. |
| [29] | Raelin, A. J. (2006). Taking the charisma out: Teaching as facilitation. Organization management journal, 3(1), 4-12. |
| [30] | Ellis, R. E. (1993). Quality Assurance for University Teaching. Taylor & Francis, Bristol. |
| [31] | Huang, Y. C., & Lin, S. H. (2014). Assessment of charisma as a factor in effective teaching. Educational Technology & Society, 17 (2), 284-295. |
| [32] | Hill, Y., Lomas, L., & MacGregor, J. (2003). Students’ perceptions of quality in higher education. Quality Assurance in Education, 11(1), 15-20. |
| [33] | Lammers, W. J., & Murphy, J. J. (2002). A profile of teaching techniques used in the university classroom: A descriptive profile of a US public university. Active Learning in Higher Education, 3(1), 54-67. |
| [34] | Voss, R., & Gruber, T. (2006). The desired teaching qualities of lecturers in higher education: A means end analysis. Quality Assurance in Education, 14(3), 217-242. |
| [35] | Lei, S. A., Cohen, J. L., & Russler, K. M. (2010). Humor on learning in the college classroom: Evaluating benefits and drawbacks from instructors' perspectives. Journal of Instructional Psychology, 37(4), 326-331. |
| [36] | Minchew, S. S. (2001). Teaching English with humor and fun. American Secondary Education, 30(1), 58-68. |
| [37] | Greimel-Fuhrmann, B., & Geyer, A. (2003). Students’ evaluation of teachers and instructional quality - analysis of relevant factors based on empirical evaluation research. Assessment & Evaluation in Higher Education, 28(3), 229-238. |
| [38] | Lee, D. C., Lu, J. J., Mao, K. M., Ling, S. H., Yeh, M. C., & Hsieh, C. L. (2014). Does teachers charisma can really induce students learning interest? Procedia: Social and Behavioral Sciences, 116, 1143-1148. |
| [39] | Afari, D., Aldridge, J. M., Fraser B. J., & Khine, M. S. (2013). Students’ perceptions of the learning environment and attitudes in game-based mathematics classrooms. Learning Environments Research, 16, 131-150. |
| [40] | Chionh, Y. H., & Fraser, B. J. (2009). Classroom environment, achievement, attitudes and self-esteem in geography and mathematics in Singapore. International Research in Geographical and Environmental Education, 18, 29-44. |
| [41] | Helding, K. A., & Fraser, B. J. (2013). Effectiveness of NBC (National Board Certified) teachers in terms of learning environment, attitudes and achievement among secondary school students. Learning Environments Research, 16, 1-21. |
| [42] | Lin, S. H., & Huang, Y. C. (2016b). Examining charisma in relation to students’ interest in learning. Active Learning in Higher Education, 17(2), 139-151. |
| [43] | Lin, S. H., & Huang, Y. C. (2014). Examining teaching charisma and its relation to student engagement. Cross-Cultural Communication, 10(6), 1-8. |
| [44] | Hsiao, C. L. (2009). The use of impression management by teaching-excellence instructors. Journal of Liberal Arts and Social Sciences, 5, 151-172. |
APA Style
Shu-Hui Lin, Yun-Chen Huang. (2017). The Effect of Teacher Charisma on Student Attitude Towards Calculus Learning. International Journal of Science, Technology and Society, 5(2), 26-32. https://doi.org/10.11648/j.ijsts.20170502.12
ACS Style
Shu-Hui Lin; Yun-Chen Huang. The Effect of Teacher Charisma on Student Attitude Towards Calculus Learning. Int. J. Sci. Technol. Soc. 2017, 5(2), 26-32. doi: 10.11648/j.ijsts.20170502.12
AMA Style
Shu-Hui Lin, Yun-Chen Huang. The Effect of Teacher Charisma on Student Attitude Towards Calculus Learning. Int J Sci Technol Soc. 2017;5(2):26-32. doi: 10.11648/j.ijsts.20170502.12
Share This Article
Twitter
Linked In
Facebook
Copy
Download@article{10.11648/j.ijsts.20170502.12,
author = {Shu-Hui Lin and Yun-Chen Huang},
title = {The Effect of Teacher Charisma on Student Attitude Towards Calculus Learning},
journal = {International Journal of Science, Technology and Society},
volume = {5},
number = {2},
pages = {26-32},
doi = {10.11648/j.ijsts.20170502.12},
url = {https://doi.org/10.11648/j.ijsts.20170502.12},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsts.20170502.12},
abstract = {Teachers with an understanding of what and how their teaching influence students’ learning are better able to adapt their teaching in the class. The purpose of this study is to investigate the relationship between teacher charisma and student attitude towards calculus. There are 1,150 Taiwanese undergraduates participated the research and two instruments, Attitude Toward Calculus Inventory (ATCI) and Inventory of Teaching Charisma in the College Classroom (ITCCC), were used to assess the participants’ attitudes toward calculus and the perception about their teacher charisma. After collection of data, analyses including descriptive statistics, t test, correlation analysis, and multiple linear regression analysis were performed in SPSS. The study concludes that there are differences between the attitude levels of students by gender; male students report more positive attitudes than females on calculus. Moreover, students’ perceptions of the teacher’s charisma were found to contribute significantly to the predictor equation for students’ attitude towards calculus.},
year = {2017}
}
TY - JOUR T1 - The Effect of Teacher Charisma on Student Attitude Towards Calculus Learning AU - Shu-Hui Lin AU - Yun-Chen Huang Y1 - 2017/05/02 PY - 2017 N1 - https://doi.org/10.11648/j.ijsts.20170502.12 DO - 10.11648/j.ijsts.20170502.12 T2 - International Journal of Science, Technology and Society JF - International Journal of Science, Technology and Society JO - International Journal of Science, Technology and Society SP - 26 EP - 32 PB - Science Publishing Group SN - 2330-7420 UR - https://doi.org/10.11648/j.ijsts.20170502.12 AB - Teachers with an understanding of what and how their teaching influence students’ learning are better able to adapt their teaching in the class. The purpose of this study is to investigate the relationship between teacher charisma and student attitude towards calculus. There are 1,150 Taiwanese undergraduates participated the research and two instruments, Attitude Toward Calculus Inventory (ATCI) and Inventory of Teaching Charisma in the College Classroom (ITCCC), were used to assess the participants’ attitudes toward calculus and the perception about their teacher charisma. After collection of data, analyses including descriptive statistics, t test, correlation analysis, and multiple linear regression analysis were performed in SPSS. The study concludes that there are differences between the attitude levels of students by gender; male students report more positive attitudes than females on calculus. Moreover, students’ perceptions of the teacher’s charisma were found to contribute significantly to the predictor equation for students’ attitude towards calculus. VL - 5 IS - 2 ER -
Information
Email: