Self-confidence and Intuitive Thinking Skills in the Topic of Fractions among Level 2 Primary School Students

Abstract

Self-confidence plays an important role in cognitive development in students' mathematics learning. Cognitive thinking skills such as intuitive thinking help students master mathematical topics that are often considered difficult. Therefore, this study was conducted to determine self-confidence and intuitive thinking skills in the topic of fractions based on gender and age. In addition, this study also aimed to identify the relationship between self-confidence in mathematics and intuitive thinking skills in the topic of fractions. A survey study was conducted on 80 Level 2 students in a primary school in the Central Melaka District. All respondents were selected using stratified random sampling method. The results of two-way ANOVA test showed that there were significant differences in self-confidence in mathematics based on gender and age. However, the two factors did not show significant differences on intuitive thinking skills in the topic of fractions. In addition, the Pearson correlation test showed that there was a positive relationship between self-confidence and intuitive thinking skills in fractional topics. Thus, teachers need to provide a mathematics learning environment that can increase self-confidence and intuitive thinking skills in the topic of fractions. This is to help students to master mathematics better, especially for the topic of fractions.