Perceived Attitude, Perceived Self-Efficacy and Performance in Calculus of the Grade 12 Students in Shanghai China

The study was undertaken to find the relationship between Perceived Attitude, and Self-Efficacy to the Performance in Calculus of Grade 12 students in Shanghai, China. A group of 23 Grade 12 students (treatment group) who are taking International Baccalaureate Degree Program (IBPD) Mathematics: Analysis and Approaches – Higher Level Class were invited to take part in the study, and they provided their responses answering the online survey through Wechat mini app. The “Attitudes toward Mathematics Inventory†(ATMI) through Likert-style, was modified into a set of distinguished answers. Forty (40) semantically differentiated. A survey instrument was used and adapted to measure the perceived self-efficacy of the subjects. Pearson r was used to find out the relationship between perceived attitude and performance in Calculus under the treatment group after receiving instruction using digital textbook (Kognity) and find out the relationship between perceived self-efficacy and performance in Calculus of the subjects under the treatment group after receiving instruction using digital textbook (Kognity). Results showed the impact of students’ attitudes and self-efficacy on calculus performance following instruction using the Kognity digital textbook. Analysis of 23 students revealed significant positive correlations between performance and three attitude components: confidence (r = 0.61, p = 0.003), enjoyment (r = 0.52, p = 0.012), and perceived value (r = 0.47, p = 0.023). Regression analysis showed confidence (β = 0.42, p = 0.008) and enjoyment (β = 0.28, p = 0.045) significantly predicted performance, while perceived value did not (β = 0.19, p = 0.142).