Unit 3.

Reviewing Literature and Writing Chapter 2

Pretest

1. What is a literature review?

- It is the written summary of Literature

2. Where do I begin in conducting a literature review?

-First is to identify key terms, locate literature, critically evaluate and select literature and then
organize literature.

3. What are the best materials to include in my review and how do I locate them?
-Summaries, journals, book, literature, thesis or conference papers.

4. Is it worth my time to search the Internet for the literature?

- Yes, because there are a lot of reliable literatures in the internet.

5. Are there any shortcuts for identifying journal articles on my topic?

- Yes by reading the abstract first, then the introduction discussion and conclusion.

6. Should I gather and summarize both quantitative and qualitative studies?

- Yes combining qualitative and quantitative techniques produces a richer and more
comprehensive understanding.

7. How long should my literature review be?

- It should be proportion to the length of the entire paper.

8. Do you have an example of a literature review that I might examine?

- None

Learning Activity

Literature Review Outline

 Self efficacy theory

 High order thinking skills
 Academic performance
 Self efficacy and its relation to Academic performance
 High order thinking skill and its relation to Academic performance
 Conclusion
 References

Assesment
Review of Related Literature

Chapter II. Review of Related Literature

Everyone has consciously or unconsciously incorporated mathematical principles into

problem solving, communication, and a variety of other everyday activities. Despite the
important role that mathematics plays in individual and national development, there has always
been poor performance in the subject. According to the Trends in Mathematics and Science
Study (TIMSS), the Philippines ranked 42nd out of 46 countries in high school mathematics. It
means that the country's mathematics education has declined in quality. It is no longer sufficient
for a student to leave school with just the three R's skills, due to the growing global demand for
21st century skills (Reading, writing& arithmetic). Therefore, the education system should also
develop higher-order thinking skills (HOTS) and self-efficacy among the students, especially in
mathematics.

Self-efficacy Theory

The social cognitive theory's main principle is self-efficacy theory (Schunk, 1986). It's
frequently described as "how students perceive their own ability to complete an assignment,
learn a skill, or perform behaviors at predetermined levels (Bandura, 1987). The definition
considers dynamic relationship between personal factors (cognitive and affective), human
behaviors, and the environment. The strength of a person's confidence in their own ability to
manage a situation will determine whether they will make an effort to deal with it. Self-efficacy
is thought to influence task effort, persistence, demonstrated interest, and the difficulty level of
the target chosen for success (D.L., 2003). Researchers have also discovered that the higher the
degree of induced self-efficacy, the better the results.

Self-efficacy also refers to a student's confidence in their ability to learn new skills and
activities, typically in a particular academic domain (Pajares, 2006). In his Social Cognitive
Theory, Albert Bandura introduced the idea of self-efficacy. Self-efficacy beliefs, according to
Bandura, are people's beliefs about their ability to perform the tasks needed to achieve the
desired outcome. Self-efficacy, according to Bandura (1993), plays a role in cognitive growth
and functioning. Aspirations, motivation, and academic achievement are all determined by
students' beliefs in their ability to control their learning and master academic activities.
Mathematics self-efficacy, according to Bandura's description, is one's assessment of one's
ability to shape and execute mathematical courses of action.

High order thinking skills

 Higher-order skills, also known as higher order thinking skills (HOTS), is a learning
taxonomy (such as Bloom's Taxonomy)-based educational reform term. The theory goes that
some forms of learning necessitate more cognitive processing than others, while others have
more broad benefits. Analysis, assessment, and synthesis (creation of new knowledge) abilities,
for example, are thought to be of a higher order in Bloom's taxonomy. In other words, HOTS is
the highest level of Bloom's cognitive domain taxonomy. HOTS are crucial components of
teaching and learning. In the educational process, critical thinking skills are important. The
ability, pace, and effectiveness of learning can all be influenced by one's thoughts. As a result,
thinking abilities are linked to the learning process. Students who are taught to think have a
positive impact on their educational development. Students with HOTS will understand, enhance
their results, and minimize their flaws (Yee, Othman, Yunos, Tee, Hasan, and Mohammad,
2011). HOTS, according to Kings, Goodson, and Rohani (2013), are mental abilities that require
not only the ability to recall but also higher capabilities. When students face new challenges,
uncertainties, questions, or dilemmas, their HOTS abilities are triggered. Furthermore, according
to Pogrow (2005), HOTS are respected because they are thought to better prepare students for
difficulties in advanced academic life as well as adult work and obligation on a daily basis. As a
result, HOTS can be used to predict a student's progress. Students with a high degree of HOTS
are more likely to excel in their studies in the future.

Academic performance

Standardised test scores, ratings, and overall academic ability and performance results are all
examples of academic performance (L.S.C, 2011). Aside from that, it serves as a barometer for
all potential progress. Superior academic achievers, it is believed, prefer to retain their superior
level of achievement in the workplace (Zhu,2011). Furthermore, the only statistically relevant
contributors to success were academic variables such as research hours, study abilities, and
absenteeism (D.L., 2003)

Self-efficacy and its relation to Academic performance

Many studies in Malaysia and abroad have been conducted on the level of student self-efficacy
and its relationship to student success and achievement. A study by Farrand, Wild, and Hilson
(2016) looked at the level of self-efficacy of visually impaired students. The study's findings
revealed that junior students have a high degree of self-efficacy. Meanwhile, Dogan (2016)
conducted a study at Necmettin University Erbakan Konya Turkey to determine the level of self-
efficacy of first-year English Language Teaching Department students. The results indicate that
students' self-efficacy is moderate, with male students having higher levels of self-efficacy than
female students. This contrasts with the results of Abtholuddin (2013), who found that female
students had higher levels of self-efficacy than male students. According to the findings of this
study, a student's level of self-efficacy has an effect on how well they learn. According to
Bandura's cognitive theory, self-efficacy can be used to predict a student's academic success
(Bandura, 1986).
Similarly, Kitikana and Sasimonton (2017) conducted research to determine the degree to which
self-efficacy factors influence English language achievement among Thai students. The study's
findings indicate that students' self-efficacy is high and has a clear positive connection with their
academic achievement. This demonstrates that self-efficacy variables have a significant impact
on English as a second language proficiency. This study's findings are consistent with those of
Mooi (2006), Beghetto (2006), and Hutagalung (2016), who found that self-effectiveness has a
positive relationship with student achievement. Students with a high degree of creative self-
efficacy, according to Beghetto (2006), would have a positive sense of academic ability in all
subjects. Students who have a high level of creative self-efficacy are more likely to engage in
after-school events than students who have a low level of creative self-efficacy. Hutagalung
(2016), on the other hand, shows that selfefficacy and motivation have an important positive
impact on student achievement. According to May (2009), low mathematics self-efficacy in
students reduces their motivation to learn and, as a result, may lead to poor mathematics results.
Students' achievement may be influenced by their self-efficacy and motivation. Students who
have a high level of self-efficacy and motivation will work hard to obtain good grades in a
subject.

HOTS

and its relation to academic performace

HOTS are crucial components of teaching and learning. In the educational process, critical
thinking skills are important. The ability, pace, and effectiveness of learning can all be
influenced by one's thoughts. As a result, thinking abilities are linked to the learning process.
Students who are taught to think have a positive impact on their educational development. Some
researchers have made various efforts to improve HOTS students in various countries. Foong
(2000) in Singapore conducted research on open-ended problems for higher order thinking in
mathematics. In Georgia, Murray (2011) examines the implementation of higher order thinking
in the middle school mathematics classrooms. Ghasempour, Kashefi, Bakar, and Miri (2012)
conducted research in Malaysia on higher order thinking among engineering students through
mathematical problem posing tasks, while Tajudin (2015) studies mathematical knowledge and
higher order thinking skills for teaching algebraic problem solving in Turkey. There are also a
number of other studies that look into the connection between HOTS and student academic
success. According to Yee et al. (2011), the degree of Marzano HOTS has a very weak positive
relationship with gender, academic achievement, and socioeconomic status. As a result, students
should be encouraged in acquiring HOTS, whether by traditional teaching and learning methods
or through a self-instructional, individualized manual. Ramos, Dolipas, and Vilamor (2013)
investigate the relationship between HOTS and college students' academic success in physics,
concluding that HOTS level on analysis, contrast, and evaluation has a significant impact on
male students' physics performance, while HOTS level on analysis, inference, and evaluation has
a significant impact on female students' physics performance. Task-specific coaching rubrics,
according to Yoshida (2015), improve learners' awareness and comprehension of curriculum
creation for higher-order thinking, as well as their ability to build a curriculum for higher-order
thinking. Teachers play a critical role in ensuring that students receive a high-quality education.
As a result, the instructor should schedule and coordinate learning experiences that will produce
the best results. Furthermore, the instructor must recognize that learning is affected not only by
cognitive factors but also by affective factors. It should be remembered that learning experiences
should increase student self-efficacy. Such actions can result in high-quality learning.

References:

Abtholuddin, F. (2013). Hubungan Antara Efikasi Kendiri Dan Kemahiran Belajar Dalam
Kalangan Pelajar Kejuruteraan (Unpublished Master’s thesis). Universiti Tun Hussein Onn
Malaysia.

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory.
Englewood Cliffs, NJ, US: Prentice-Hall, Inc.

Bandura, A. (1977). Self-Efficacy: Towards a Unifying Theory of Behavioral Change,”

Psychological Review, vol. 84, no 2, pp.191-215, 1977.

Beghetto, R. A. (2006). Creative Self-Efficacy: Correlates in Middle and Secondary Students,

Creativity Research Journal, 18(4), 447-457.

D. L. Witt-Rose (2003). Student Self-Efficacy in College Science: An Investigation of Gender,

Age, And Academic Achievement.

Dogan, C. (2016). Self-Efficacy and Anxiety within an EFL Context. Journal of Language and
Linguistic Studies, 12(2), 54-65.

Farrand, K., Wild, T. A., & Hilson, M. P. (2016). Self-Efficacy of Students with Visual
Impairments before and after Participation in an Inquiry-Based Camp. Journal of Science
Education for Students with Disabilities, 19 (1), 50-60.

Foong, P. Y. (2000). Open-ended Problems for Higher Order Thinking in Mathematics.

Teaching and Learning. 20(2), 49-57.

Ghasempour, Z., Kashefi, H., Bakar, M. N., & Miri, S. A. (2012). Higher Order Thinking via
Mathematical Problem Posing Tasks among Engineering Students. ASEAN Journal of
Engineering Education, 1(1), 41-47.

Hutagalung, D. D. (2016). The Correlation between self efficacy and motivation learning with
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L. S. C. Bacon (20011). Academic self-concept and academic achievement of African American

students transitioning from urban to rural schools.

Mooi, T, L. (2006). Self-efficacy and students performance in an accounting course. Journal of

Financial Reporting and Accounting, 4(1), 129–146.

Murray, E. H. (2011). Implementing Higher Order Thinking in Middle School Mathematics

Classrooms (Doctoral dissertation). University of Georgia, Athens, Georgia.

Ramos, J. L. S., Dolipas, B. B., & Villamore B. B. (2013). Higher Order Thinking Skill And
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Shah S. S. A. (2009). Impact of teacher's behaviour on the academic achievement of University

students.

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