Students' Attitudes and Motivation Towards a Student-Centered Approach in Mathematics Mentoring Programs Among Secondary School Students

In recent years, student-centered learning (SCL) approaches have seen increased public interest as an effective way of enhancing academic performance and student engagement. The purpose of this study is to identify factors related to students’ attitudes and motivation within a student-centered mathematics mentoring framework in secondary school in Shah Alam, Selangor. The data were collected through a quantitative approach using adapted 5-point Likert scale questionnaires from 110 stratified participants from different academic performance levels. The questionnaire consists of demographic data and information on students' attitudes and motivation levels. Independent T-test results revealed no significant effect of gender on either attitude or motivation levels. Furthermore, a one-way ANOVA revealed significant differences in students’ attitude and motivation levels among classes. Students’ attitudes and overall motivation were strongly positive correlated, as indicated by a Pearson correlation analysis (r=0.766). The findings indicate that the educational interventions should move away from gender-specific issues and should focus on basic of teaching methods and differentiated mentoring to help less performing students successfully transition from traditional, teacher-centered practices to active, peer-centered environments.

Student-centered learning, Mentor-mentee, Academic Attitude, Mathematics Motivation

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