Abstract

The research aimed to examine the effect of student cognitive awareness and mathematics interest on mathematics achievement. Using a descriptive-correlation design, the study targeted 6 second and third-year students studying Basic Statistics at Wisconsin International University College, with a total population of 1050 students. Utilizing a simple random sampling method, 290 questionnaires were distributed to these students. Data analysis employed a structural equation modeling (SEM). Results indicated that student cognitive awareness significantly positively influenced their mathematics achievement. Moreover, research revealed that students' passion for mathematics significantly impacted their mathematical success, demonstrating a notable and statistically significant effect. Additionally, a significant positive correlation emerged between mathematical achievement and curiosity. These findings underscore the importance of adopting a longitudinal approach in future studies to track changes in students' mathematical abilities, interest in mathematics, and cognitive awareness over time. Such an approach can provide valuable insights into the evolution of these factors and their influence on student outcomes.

Keywords

References

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