Correlation Between Student Attitudes and Mental Calculation
DOI:
https://doi.org/10.57125/FED.2025.09.25.12Keywords:
mental calculation performance, student attitudes, mental calculation strategies, conceptual understanding, self-assessmentAbstract
Mental computation is central to numeracy, yet its links to students’ attitudes, performance, and strategy use remain underexplored. This study examined these relationships with 591 students (Grades 4–8, secondary Years 1–2, and university up to Year 5; 306 female, 285 male) from 11 schools and 4 faculties. Data were collected through a 20-item computation test, a 13-item attitude survey, and strategy interviews with a subsample of 233 students. Factor analysis identified five latent factors of students’ attitudes toward mental computation. Multiple regression analysis showed that performance was moderately predicted (R = 0.438, R² = 0.192, p < .001) by students’ self-assessment of their calculation performance and the frequency of using mental calculation methods in school, while the mental calculation learning method had an adverse effect. The number of strategies used was also moderately predicted (R = 0.368, R² = 0.135, p < .001) by self-assessment of performance and use of mental calculation in everyday life. Findings highlight the importance of fostering positive self-assessment, frequent practice in school, and recognition of the everyday value of mental calculation. Educational implications include encouraging diverse strategies, integrating mental computation into lessons regularly, and providing supportive feedback to build confidence.
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