Beruflich Dokumente
Kultur Dokumente
C ON F E R E N CE O N S CI E N TI FI C &S O CI AL RE SE AR CH
Tang Howe Eng1, Voon Li Li2 and Nor Hazizah Binti Julaihi3
Faculty of Information Technology and Quantitative Science, Universiti Teknologi MARA, Sarawak
lily@sarawak.uitm.edu.my1, llvoon@sarawak.uitm.edu.my2 and norhazizah@sarawak.uitm.edu.my3
ABSTRACT
There have been some concerns raised by Heads of Programs in UiTM Sarawak over the influence of
the Mathematics courses passing rate on the full-time diploma students’ academic performance.
According to the Academic Affairs Division (HEA) of UiTM Sarawak, during the 57th Staff Academic
Meeting, Mathematics courses were the courses that had been identified as the ‘high-failure rate’
courses. Inspired by the need to improve students’ performance in the Mathematics courses, this
research was embarked to identify the ‘high-failure rate’ Mathematics courses offered to full-time
diploma students in UiTM Sarawak and to investigate the relevant factors that contributed to the
‘high-failure rate’. Suggestions from lecturers were also determined in order to improve students’
performance in ‘high-failure rate’ mathematics courses. From the findings, MAT133, MAT183,
MAT192 and MAT293 were recognized as ‘high-failure rate’ Mathematics courses. These courses
were offered in science-based programs and had a significant portion of Pre-Calculus and Basic
Calculus. SPM Additional had the strongest influence on the course marks as compared to other
variables such as SPM Mathematics grades, size of mathematics class and gender. Although SPM
Mathematics grades correlated to the course marks, it was found to be insignificant in the regression
model. Class size had a significant influence on MAT133 but not the other three ‘high-failure rate’
Mathematics courses. Female students were found to perform slightly better than their male
counterparts in all the four ‘high-failure rate’ Mathematics courses. This research concluded with some
suggestions by the Mathematics lecturers’ of UiTM Sarawak to improve the existing Mathematics
courses situation.
Keywords: high-failure rate, factors, mathematics course, academic performance
1. INTRODUCTION
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Inspired by the need to improve students’ performance in the Mathematics courses, this research was
embarked to identify the ‘high-failure rate’ Mathematics courses offered to full-time diploma students in
UiTM Sarawak and to investigate the relevant factors that contribute to the ‘high-failure rate’. Suggestions
from lecturers were also determined in order to improve students’ performance in ‘high-failure rate’
Mathematics courses.
It is hope that the findings obtained from this research could give valuable inputs to the faculty and
also the administrators of UiTM, especially in the Sarawak campus to set clear goals and devise new
strategies to tackle these problems inherent in any ‘high-failure rate’ courses with a view to improve the
students’ CGPA.
2. LITERATURE REVIEW
This section reviewed on some pertinent factors that influenced Mathematics achievement, and some
strategies implemented by experienced and excellent Mathematics educators to improve Mathematics
education.
2.2 Gender
Gender equity and differences in Mathematics performance had been widely studied and documented
(Manger & Gjestad, 1997; Forgasz & Leder, 1999; Kaiser, 2003; Wedege, 2007). Dossey, Mullis,
Lindquist and Chambers (1988) indicated that male students performed better in geometry and
measurement, while numbers and operations were better performed by female students. According to Li
(2004), female students in grade seven tended to perceive geometry as tougher than male students. Casey,
Nuttall and Pezaris (2001) suggested that it could be due to the fact that male students had better spatial-
mechanical skills.
According to report from College Board (2006), the ratio of boy to girl, scoring between 750-800
points was 2.6:1 for the Scholastic Aptitude Test Examination in 2006. Parsons, Jacquelynn, Kaczala,
Caroline and Meece (1982) reported that the lower Mathematics performance for females was due to
differences in expectations for boys and girls, both from the parents and teachers. Traditionally, girls
perceived Mathematics as a discipline dominated by boys (Paulsen, Karen & Johnson, 1983). However,
Tsui (2007) reported on no gender differences in the overall Mathematics achievement in the 2002
College Entrance Examination in China. In Malaysia, the statistics obtained from the Malaysian
Examination Syndicate for the year 2000 – 2004 showed that female students had outperformed their
counterpart peers. This might carry an explanation to an underlying trend of gender differences in
Mathematics achievement among UiTM Sarawak diploma students.
Mathematics would not have sufficient mathematical background for learning advanced Mathematics at
university level (Yudariah & Roselainy, 1997).
3. METHODOLOGY
This section briefly describes the research design, population, research instruments, data collection as
well as data analysis procedures.
3.2 Population
The population of the research consisted of all full-time diploma students in UiTM Sarawak who had
taken the ‘high-failure rate’ Mathematics courses starting from semester January-May 2004 to semester
January-May 2007. Besides this, the lecturers who had experiences in teaching ‘high-failure rate’
Mathematics courses were asked to give suggestions in improving students' performance in 'high-failure
rate' Mathematics courses.
coefficients were calculated to identify correlations, if any, for the course marks of ‘high-failure rate’
Mathematics courses and the contributing factors. A multiple regression analysis was performed to
determine the factors that contributed significantly to the variance in course marks. Step-wise discriminant
analysis was performed to construct a predictive model that might predict the performance of students’
‘high-failure rate’ Mathematics course marks (dependent variable) based on the contributing factors (the
independent variables). The content analysis was also used to analyze the open-ended questions to
categorize the suggestions given by the lecturers.
4. FINDINGS
This section reports the findings of the data analysis that was carried out to study ‘high-failure rate’
Mathematics courses and the factors affecting the course marks of the ‘high-failure rate’ Mathematics
courses for diploma students in UiTM Sarawak. The results generated from each process were observed,
recorded, and the overall impact on students’ academic performance was reported. In addition, the best
model for each ‘high-failure rate’ Mathematics course was also predicted by using the step-wise
regression method. The suggestions by the lecturers are enclosed at the end of this section.
100
90
80
68.66 66.46 66.43
Percentage (%)
70
58.47
60
50
40
30
20
10
0
MAT133 MAT183 MAT192 MAT293
Mathematics Course
Figure 1: Average passing rate from semester Jan-May 2004 to semester Jan-May 2007
On the basis of the definition declared above, four Mathematics courses were recognized as ‘high-
failure rate’ courses, and they were MAT133, MAT183, MAT192 and MAT293 (refer Figure 1). While
MAT133 and MAT183 respectively were taken by part 1 and part 2 students of Diploma in Science,
MAT192 was taken by part 2 students of Diploma in Electrical Engineering and MAT293 was taken by
part 6 students of Diploma in Civil Engineering. Overall, these courses were offered in science-based
programs. Essentially, these ‘high-failure rate’ courses had a significant portion of Pre-Calculus and Basic
Calculus.
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Table 1: Pearson Correlation between contributing factors and course marks of ‘high-failure rate’
Mathematics courses
Secondly, to compare the course marks of ‘high-failure rate’ Mathematics courses across gender, the
mean marks between genders were determined. The overall mean course marks of ‘high-failure rate’
Mathematics courses for both male and female students varied between 46 and 56. In general, Diploma in
Science was dominated by female students, and they performed better as compared to the male students.
The mean course marks for MAT133 are 55.75 and 52.36 for female students and male students,
respectively. Similarly, the mean course marks for MAT183 are higher for the female students (53.32) in
comparison to the male students (51.48). Even though Diploma in Civil Engineering and Diploma in
Electrical Engineering had more male students as compared to their counterparts, female students had
shown higher mean Mathematics course marks for both MAT 192 and MAT293. MAT293 which was
taken by part 6 students of Diploma in Civil Engineering had the largest disparity (4.30) in its mean course
mark between the genders. Overall, female students tend to perform better than male students in the ‘high-
failure rate’ Mathematics courses regardless of program.
4.3 Relationships between Mathematics Course Marks and the Contributing Factors
In examining the relationship between the whole set of predictors (gender, Mathematics class size,
SPM Mathematics grades and SPM Additional Mathematics grades) and the dependent variable (course
mark), multiple regression was carried out. By using the standard model for regression, all the predictors
were entered into the regression equation simultaneously. In the scatterplots of residuals an oval shape for
all the four ‘high-failure rate’ Mathematics courses was obtained, in which the rule of homoscedasticity
was not violated. Hence, the assumption of constant variance was valid.
Results obtained in Table 2 indicated that for MAT293, all the independent variables together
explained 9.4% of the variance (R square) in its course mark. For MAT192 and MAT183, all the
predictors accounted for 12.6% and 14.6% of the variation in course mark respectively. In the case of
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MAT133, 34.3% of the total variation in course mark was attributed to the variation in the independent
variables. Independence observations evaluated from the Durbin-Watson statistics displayed values
between 1.5 and 2.5, consistent with the assumption of no autocorrelation in the residuals.
This regression model was significant for all the four ‘high-failure rate’ Mathematics courses (p<.05).
It was further indicated by the F-values i.e. F(4, 248) = 6.399 for MAT293; F(4, 239) = 8.619 for
MAT192; F(4, 217) = 9.246 for MAT183 and F(4, 272) = 35.576 for MAT133. This showed that at least
one of the suggested independent variables was a significant predictor to the course marks of ‘high-failure
rate’ Mathematics courses. For MAT293 and MAT192, gender and SPM Additional Mathematics were
significant predictors to its course mark, as indicated by the significant t-values (p<.05). SPM Additional
Mathematics was the only significant predictor to MAT183 course mark, while MAT133 had three
significant predictors to its course mark, namely the size of Mathematics class, gender and SPM
Additional Mathematics. However, SPM Mathematics was a not a significant predictor to all the four
‘high-failure rate’ Mathematics course marks, as shown by the non-significant t-values (p>.5).
SPM Additional Mathematics had the strongest influence on all the ‘high-failure rate’ Mathematics
course marks except for MAT293, which was influenced more by gender. Observation on the t-values
indicated that SPM Additional Mathematics was a high significant predictor in determining students’
course marks (p<.05). Our results also indicated that SPM Additional Mathematics had the strongest
impact on the Mathematics course marks in Part 1 (MAT133), but seemed to diminish in higher parts.
Obviously, the results underscored the importance of basic skills and knowledge in Additional
Mathematics for Mathematics learning at the university level. Moreover, the statistics on the variable
gender indicated that female students performed better than their male counterparts in all the ‘high-failure
rate’ Mathematics courses. The tolerance values between .616 – .987 and variance inflation factor (VIF)
values of 1.013 – 1.623 showed that the assumption of no collinearity was valid.
Further regression analysis was carried out using the stepwise method. Three models had been
generated for MAT133 from the suggested four variables; one with SPM Additional Mathematics only,
another with SPM Additional Mathematics and gender, and another with SPM Additional Mathematics,
gender and class size. Only one model had been generated for MAT183 with SPM Additional
Mathematics as the variable. Both MAT192 and MAT293 had two models generated from the four
variables we suggested; one with SPM Additional Mathematics only and another with both SPM
Additional Mathematics and gender, respectively.
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The output in Table 3 indicated that about 34.1% of the variation in the MAT133 course mark could
be explained by the regression model (Model 3) with three predictors i.e. gender, Mathematics class size
and SPM Additional Mathematics. SPM Additional Mathematics itself explains 12.6% to the variability in
MAT183 course mark. In Model 2, both SPM Additional Mathematics and gender accounted for about
12.6% and 7.8% of the variance in the MAT192 course mark and MAT293 course mark, respectively. For
all the ‘high-failure rate’ Mathematics courses, these findings were statistically significant (p<.05). For
MAT133, F(3, 273) = 47.064; for MAT183, F(1, 220) = 31.785; for MAT192, F(2, 241) = 17.298; and for
MAT293, F(2, 250) = 10.559.
Subsequent results generated using the stepwise method showed the best regression model of only
significant predictors (p<.05). MAT133 course mark was best predicted using Model 3 with three
variables i.e. SPM Additional Mathematics, gender and class size. The best model in determining
MAT183 course mark could be done by using only the variable SPM Additional Mathematics, while
MAT192 and MAT293 had their best models predicted with two variables, namely SPM Additional
Mathematics and gender. For MAT133, MAT183 and MAT192, with the exclusion of some variables to
obtain the best models, SPM Additional Mathematics still remained as the most influential predictor in
determining the course marks. However, for MAT293, with the exclusion of the variables class size and
SPM Mathematics, SPM Additional Mathematics became more influential as compared to gender in
determining its course mark. Overall, SPM Additional Mathematics had the strongest influence on course
mark, while SPM Mathematics was not a useful variable to be included in any of the models. SPM
Additional Mathematics was the best predictor. Hence, parsimony suggests that SPM Mathematics should
not be included in the prediction of ‘high-failure rate’ Mathematics course marks.
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Based on the experiences in teaching ‘high-failure rate’ Mathematics courses, most of the lecturers
have encouraged the students to take the course during a less packed semester with no other killer
subjects. This is to help the students to have sufficient time and energy to concentrate more on the subject.
Students who are re-taking a particular subject should not try to load themselves with too many subjects in
order to avoid any future failures. In order to improve students’ performance in ‘high-failure rate’
Mathematics courses, the lecturers’ teaching method must be properly sequenced and well-organized. The
teaching approach must be effective and tally with the level of understanding of the students. The use of
certain courseware and the implementation of new teaching and learning methods such as concept
mapping and mind mapping can help students to visualize the abstract concept and enhance their
understanding in the process of learning. The lecturers must be competent and show the ability to guide
students in identifying the correct skills in answering various Calculus problems. Instead of simply giving
them the solutions to mathematical problems, lecturers could train their students to actively work for
alternative solutions which help them to think creatively.
In identifying the ‘high-failure rate’ Mathematics courses offered in UiTM Sarawak, the findings in
this research showed that there were four Science-based courses that fell into this category namely
MAT133, MAT183, MAT192 and MAT293. These courses had a significant portion of Pre-Calculus and
Basic Calculus. Thus, students generally faced problems in understanding Calculus concepts. The
difficulty in acquiring a good knowledge of Calculus was well documented from previous studies (Cipra,
1988; Madison and Hart, 1990; NCTM and MAA, 1987).
Although SPM Mathematics grade was correlated to the course marks of ‘high-failure rate’
Mathematics courses, it was found to be insignificant in the regression model. This finding was supported
by Yudariah and Roselainy (1997) which reported that students having learned only SPM Mathematics
would not have sufficient mathematical background for learning advanced Mathematics at university
level.
SPM Additional Mathematics was a good predictor of the course marks of ‘high-failure rate’
Mathematics courses, so it was recommended that all future intakes of students into Science-based
programs should have a strong grade in Additional Mathematics. SPM Additional Mathematics is taught
to introduce Pre-Calculus to Science-based students as preparatory fundamentals to Mathematics learning
in tertiary level.
Class size had significant influence on MAT133 (Part 1 Mathematics course) but not the other three
‘high-failure rate’ Mathematics courses. This is due to the reason that students initially encountered
transition problem from school to university, but as they progressed to the later semesters they have
adjusted to the university culture and could cope better with large class. This research finding was similar
to Gilman et al. (1988) who reported that size of class was the factor associated with students’ academic
performance.
Gender plays a significant role in determining the course marks. This finding was consistent with
many of the research which had been documented (Manger & Gjestad, 1997; Forgasz & Leder, 1999;
Kaiser, 2003; Wedege, 2007; Brandell, Leder & Nystrom, 2007). Generally, this research finding showed
that female students outperformed male students in all the four courses. This research finding was
different from Tsui (2007) who reported that no gender differences were found in overall Mathematics
achievement among 1,078 high-school seniors on the 2002 College Entrance Examination in China.
Our results indicated that SPM Additional Mathematics had the strongest impact on the ‘high-failure
rate’ Mathematics courses marks in Part 1 (MAT133), but seemed to diminish as the students progressed
to higher parts. This is partly due to the fact that students on entering university are directed gradually to
more specialized areas of Mathematics. Generally, this finding was parallel to several documented
findings reported by Garton, Dyer, King and Ball (2000), Murtaugh, Burns and Schuster (1999), and Wold
and Worth (1991) which identified high school grade point average as a predictor for students’ first year
academic performance in tertiary education.
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In order to help students to succeed in ‘high-failure rate’ Mathematics courses, the lecturers and the
students should cooperate to overcome the arising problems which might prevent the students to succeed.
The lecturers should try their best to educate the students, and in return, the students should study hard to
thank the contributions of their lecturers. To encourage students to practise their preferred learning
approach and not just rely heavily on lecture notes, an environment that is conducive for learning needs to
be implemented by the lecturers. Further, to increase the students’ understanding on Mathematics ideas,
lecturers should put in effort to increase the usage of concrete materials in the teaching and learning of
Mathematics and Calculus. The suggestions given by the lecturers generally were parallel with Ahuja, et
al. (1998), which suggested that improvements on curriculum and teaching strategies, use of technology,
infusing thinking and creativity, and provision of training could be the solutions to improve Calculus and
Mathematics education.
Future research can be carried out for a larger sample size; that is, it can cover the students’ academic
performance of ‘high-failure rate’ Mathematics courses at least for the past ten semesters. The future
research can also look into the trend analysis of the students’ future performance of ‘high-failure rate’
Mathematics courses. The future research can also investigate on all types of students, which consist of
full-time diploma students, part-time diploma students, the degree students, the master students and also
the PhD (Doctor of Philosophy) students. Additionally, consideration should also be given to investigate
the factors which are not studied in this research due to the design, the time and resource constraints.
ACKNOWLEDGEMENT
Sincere appreciation and thanks are conveyed to Mr. Foo Kien Kheng, Mr. Lau Sie Hoe and Madam Ling
Siew Eng for their assistance in the successful completion of this research project.
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