Problem-solving skills among students on the topic of derivatives: Differences in the changes of achievement emotions

Abstract

Problem-solving, one of the crucial skills for student success in mathematics, has not been optimal, in which most of students have poor mathematical problem-solving skills. Emotional stability during mathematical tasks, particularly in solving derivatives, is believed to influence problem-solving skills outcomes. This study examines the link between achievement emotions and problem-solving skills among public middle school students in South Sumatera, Indonesia, focusing on the topic of derivatives. Using an explanatory sequential mixed-method approach, the research combined a non-experimental survey for quantitative data and grounded theory for qualitative insights. Data collection involved the Achievement Emotions Questionnaire in Mathematics (AEQ-M) and a problem-solving skills test on derivatives, analyzed through one-way MANOVA, Pearson correlation, and coding paradigms. Findings showed that students with heightened positive emotions and reduced negative emotions performed better in problem-solving skills, excelling in areas like data organization, problem identification, formula presentation, strategy selection, and generalization. Positive emotions correlated positively with problem-solving skills indicators, while negative emotions showed a negative correlation. Students with stable emotional states consistently demonstrated strong problem-solving skills, whereas those with fluctuating emotions struggled. These results highlight the need to create supportive learning environments and implement strategies to manage achievement emotions, enabling students to enhance their problem-solving skills in mathematics effectively.