ISSN: 2222-6990
Open access
Learning mathematics is associated with the assumption as a killer subject that are struggled by many students. This subject is not strictly for one particular field but learners are coming from different disciplines as well. Differences between the disciplines in education may results in difference motivation towards learning mathematics. Thus, this study aims to investigate the motivation of learning mathematics across three disciplines, science and technology, social sciences and business. This quantitative research was conducted by distributing a set of questionnaires to 234 students in a public university in Malaysia. The instruments from the questionnaire with a total of 24 items, consisted of three sections, namely, affective components, expectancy components and value components. The findings reported that learners from social science showed higher mathematics anxiety compared to science and technology and business students yet, it was also a positive attitude to encourage themselves to do better in Mathematics as they believe they can excel in Mathematics. In addition, data presented that learners from Social Science and Business priorities in achieving a good grade to show their ability to others. Eventually, this study provides an insight for the educators towards learners’ motivation from different disciplines to learn Mathematics as well as helps educators to provide a suitable treatment and improve teaching quality to students according to their disciplines. In addition to that it is also hoped that the findings of this study add to the existing theoretical framework in the motivations for learning in general and specifically for motivations in the learning of Mathematics.
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In-Text Citation: (Yunos et al., 2022)
To Cite this Article: Yunos, N. M., Thangal, T. B. T., Rahmat, N. H., Sharif, N. F. M., Ahmad, S. N., & Latif, N. A. (2022). Motivation for Learning Mathematics: A Study Across Disciplines. International Journal of Academic Research in Business and Social Sciences, 12(9), 1135 – 1154.
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