Journal of Education and Practice www.iiste.

org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.7, No.13, 2016

Some Factors Effected Student’s Calculus Learning Outcome

Wamington Rajagukguk
Mathematics Education Department, Faculty of Mathematic and Science, State University of Medan

Abstract
The purpose of this study is to determine the factors effected calculus learning outcome of the student. This
study was conducted with 176 respondents, which were selected rodomly. The data were obtained by
questionnaire, and then analyzed by using multiple regressions, and correlation, at level of α = 0.05. The findings
showed there is the significantly correlation between the basic mathematics competence of the learners, learners’
attitude towards calculus, students’ assessment on lecturers’ teaching competence with learners’ achievement on
calculus separately and simultaneously.
Keywords: Basic mathematic competence, Students’ attitude, Students’ chievement on calculus.

1. Introduction
Learning results about calculus is important because it is one of the supporting components of the intellectual
development of students. There are several aspects related to learning outcomes calculus, which has been studied
by previous researchers, namely contextual learning strategies, problem-solving approach, giving regular
formative test, and remedial teaching can improve learning outcomes of calculus (Sunandar, 2008; Mestari,
2005). Zhang (2003) shown that student centred teaching leads to a strong tendency for students to adopt a deep
learning approach (focusing on meaning and understanding) which then results in good teaching and learning
outcomes. Student-centred teaching focuses on the student and, inparticular, on the cognitive development of the
student. The teacher’s goal is to help students grasp the development of knowledge as a process rather than a
product.
The focus of classroom activities and assignments is on the studentcentred process of inquiry itself, not
on the products of inquiry. Students create their own conceptual or cognitive models. Content, teaching style,
and methods are adapted to aid the cognitive and intellectual growth of students. Student-centred teaching
combines an understanding of the way that humans process information with other factors that affect learning
such as attitudes, values, beliefs, and motivation’ (Committee on Undergraduate Science Education 1997).
Student-centred teaching may increase student involvement by drawing them into the learning process and help
students make the transition from passive listeners to active participants in their own learning. Students learn
best if they are engaged in active learning, if they are forced to deal with observations and concepts before terms
and facts, and if they have the sense that they are part of a community of learners in a classroom environment
that is very supportive of their learning (Fraser 1986; McDermott 1991).
The communication language used in learning is also one of the factors contributing to the student
learning outcomes obtained. Form of questions submitted by teachers is determined by mathematical thinking
perspective of teachers (Edwards, 2000; Leigh et al, 2013). Basic math competency related to communication,
mathematizing, representation, reasoning and argument, strategic thinking, using symbolic and formal and
language and operations (Turner, 2011).
From several previous studies, no one has explained the link between the basic aspects of mathematical
competence of students, student attitudes toward calculus, and teaching competence of the faculty of the calculus
of student learning outcomes. This is used as a basis for assessing the relationship between learning outcomes of
calculus with basic mathematical competencies, attitudes towards calculus student and student assessment of the
competence of the teaching faculty.The teachers’ abilities, motivation, and work situations could explain
teachers’ effects on students’ performance in mathematics (Rowan, Chiang, and Miller, 1997; Hill et al. ,2005).
Teacher ability was defined in terms of teachers’ knowledge of subject matter and teaching strategies.
In schematic form, the relationship between variables is described as Figure 1.

Figure 1. The constellation of relationships between variables

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ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.7, No.13, 2016

2. Method
This study was conducted in Mathematic Education Department, Faculty of Mathematic and Science, State
University of Medan, and took a sum of 176 samples out of 775 students randomly. There are two kinds of
instrument which were developed and tried out first, namely questionnaire and test sheet used to take data. Based
on the data of the tried out, is found the reliability and validity of these instruments is fullfiled. The data of the
skills in basic math and the learning outcomes on calculus of learner is gathered by the test sheet. Instrument in
the form of questionnaires is used to find data of the students’ attitude towards calculus and the students’
assessment towards the lecturers’ teaching quality. Before testing data, assumption test is done and found that
the requirement of normality, homogenity, linearity, and colinearity of the data is fullfiled. The data was
analyzed by correlation and regression technic, at the significant level of α = 0,05.

3. Results
The results of significance tests and linearity of the regression equation Y = 5,71 + 0,59 X1, were shown in
Table 1.
Table 1. Significance tests and Linearity test of the relation of regression Y = 5,71 + 0,59 X1
Variance Source Ftable
Degree of feedom Sum of Squares Mean Square F account value
0,05 0,01
Total 176 57047
Regression(a) 1 53237,032
Regression (b/a) 1 2273,588 2273,588
Residual 174 1536,380 8,830 257,495** 3,90 6,78
Unmatched 19 146,003 7,684 0,857ns 1,64 2,00
Error 155 1390,357 8,970
**: very significant regression (Faccount value = 257,495 > Ftable = 6,78)
ns : linearity form ( Faccount value = 0,636 < Ftable = 1,64)
In Table 1, it appears that a regression coefficient (b) of 0.59 and a constant value (a) 5.71. The
regression equation is Y = 5.71 + 0.59 X1. To determine the degree of simple regression equation performed on
the Ftest with the criteria if Faccount > Ftable (0.01) (1:176) is significant. Base on calculations, Faccount value yield
257.46 while Ftable is 6.78 which means significant.
Linearity test is performed to determine whether the obtained regression equation is linear or not. The
criteria used was, if Faccount < F table (0.05) (19: 155). Fcalcualted value is 0.857 while the Ftable is 1.64 , thus Faccount < table
showed linear regression equation. Based on these results we can conclude the regression equation of Y = 5.71 +
0.59 X1 is significant and have linear relationship. This means that every increase of one unit on basic math
skills will result in an increase of 0.59 units of learning calculus in the same direction with a constant of 5.71.
With that, it can be used as a tool to describe and draw conclusions about the relationship between basic skills of
mathematics with calculus learning outcomes.
To determine the strength of the relationship between basic math skills (X1) with the results of studying
calculus (Y) correlation calculations has been done.

Figure 1. Regression graphic Y = 5,710 + 0,590 X The calculation shows a correlation coefficient equal
to 0.66. To determine the significance of the correlation coefficient, ttest was performed with criteria: if taccount
value > ttable relationship is significant. From the ttest results, it obtained a taccount value of 5.50 and ttable of 2.57 (Table
2).

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Vol.7, No.13, 2016

Table 2 : Table of Siginficance Test between the Correlation of X1 with Y

N Coefficient of Correlation Korelasi (ry1) Taccount value Ttable
α = 0.05 α = 0.01
176 0,66 15,50 1,96 2,57
Description:
** = Coefficcient of Correlation is very significant ( taccount value = 15,50 > ttable = 2,57 for α = 0.01 )
n = total of sample
Based on the results of significance test, the correlation coefficient between variables Basic
Mathematics Ability (X1) with Calculus Learning Outcomes (Y), it obtained an amount of 0.66 which is
significant. This proves that the relationship between the ability on Basic Mathematics with Calculus Learning
Outcomes are positive. That is, the higher the ability on Basic Mathematics it would result to higher Learning
Outcomes on calculus. The results of this study is to reject the null hypothesis (Ho) which states there is no
positive relationship between the ability on Basic Mathematics with Calculus Learning Outcomes, and accept H1
which states that there is a positive relationship between the ability on Basic Mathematics with Calculus
Learning Outcomes.
The coefficient of determination of 0.432 explained that 43.2% of variance on Calculus Learning
Outcomes can be determined by the variable on Basic Mathematics Skills and the rest were influenced by other
factors. The results of the calculation of partial correlation coefficient between the variable Basic Math Skills (X1)
with dependent variable Calculus Learning Outcomes (Y) by controlling the variable Attitude towards Calculus
(X2), and Student Assessment on Teaching Quality of Lecturer (X3) variable, individually or jointly, it obtained
a partial correlation coefficient ry1.2 = 0.53, ry1.3 = 0.57, and r1.23 = 0.49.
Based on Table 3, it can be explained that: (1) the relationship between variables Basic Mathematics
Ability (X1) with the variables Mathematics Learning Outcomes (Y) by controlling the variable Attitude towards
Calculus (X2), it obtained ry1.2 = 0.53 and significant, (2) the relationship between variables Basic Mathematics
Ability (X1) with variable Calculus Learning Outcomes (Y) with controlling the variables Student Assessment
on the Quality of Lecturer (X3), it obtained a partial correlation coefficient of ry1.3 = 0.57 which is significant,
(3) the relationship between variables Basic Mathematics Ability (X1) with variable Calculus Learning
Outcomes (Y) by controlling the variable Attitude towards Calculus (X2), and Student Assessment on Quality of
Lecturer (X3), it obtained a partial correlation coefficient of ry1.23 = 0.49 and significant. Summary of testing
the partial correlation coefficients between the Ability on Basic Mathematics with Calculus Learning Outcomes
were shown in Table 3 and Table 4.
Table 3: Result of Significance Test on Partial Correlation Coefficient Between X1 and Y
Coefficient ttable
Correlation Controlled Notation Taccount value
Correlation α = 0.05 α = 0.01
X1 and Y X2 ry1.2 0,53 9,70** 1,96 2,57
X1 and Y X3 ry1.3 0,57 11,10** 1,96 2,57
X1 and Y X2 and X3 ry1.23 0,49 8,62** 1,96 2,57
** : very significant correlation coefficient ( Taccount value = 9,70 > Ttable = 2,57, α = 0.01 )
α = 0.01 )
** : very significant correlation coefficient (Taccount value = 11,10 > Ttable = 2,57,
** : very significant correlation coefficient (Taccount value= 8,62 > Ttable = 2,57, α = 0.01 )
X1 = Basic Mathematics Ability
X2 = Attitude towards Calculus
X3 = Student Assessment of the Teaching Quality of Lecturer
Y = Learning Outcome on Calculus

Table 4 : Significance test on Correlation Coefficient between X1 and Y

Ftable
N Correlation Coefficient Faccount value
α = 0.05 α = 0.01
176 0,66 15,50** 1,96 2,57
Description :
** = very significant correlation coefficient ( Faccount value = 15,50 > Ftable = 2,57 for α = 0.01 )
n = total sample
From the above description, it can be concluded that there is a positive relationship between Basic
Mathematics Ability (X1) with Calculus Learning Outcomes (Y) either variables X2 and X3 are controlled or
not.
a. Hypothesis Testing Regarding the Relations of Attitude towards Calculus Learning Outcomes

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Students who have positive attitude towards learning calculus will give a huge influence on the results of
Learning Calculus.
The second hypothesis of the study is, there is a positive relationship between attitude towards Calculus
with Calculus Learning Outcomes. In other words, the more the attitude is positive towards calculus, the more
Calculus Learning Outcomes increase, or vice versa. A negative attitude towards Calculus, the Calculus
Learning Outcomes would decrease. From the results obtained by calculating, the regression coefficient (b) is
0.548 and a constant value (a) of -38.345.
Table 5. Table ANOVA ( Analysis of Variance) Significance Test and Linear Regression Equation = -
38,345 + 0,548 X2
Source of Variance Df SS MS Faccount value Ftable
0,05 0,01
Total 176 57047
Regression(a) 1 53237,032
Regression (b/a) 1 2273,588 2273,588 250,163** 3,90 6,70
Residual 174 1536,380 8,830
Unmatched 20 67,515 3,376 0,348ns 1,64 2,00
Error 154 1495,401 9,710
**: very significant regression (Faccount value = 250,163 > Ftable = 6,70)
ns : linearity form ( Fcalcualted value = 0,348 < Ftable = 1,64)
Description :
SS = Sum of Squares
df = Degree of freedom
MS = Mean Square
From the results of these calculations, it can be made a regression equation that shows the relationship
between attitude towards the Calculus (X2) with variable Calculus Learning Outcomes (Y) through the
regression equation Y= -38.345+0.548X2. The summary results of analysis of variance can be seen in Table 5.
To determine the significance of the regression equation, F test is then performed with the assessment
criteria as: if Faccount value > Ftable, it means significant. The calculation shows that Faccount value is 250.163 while Ftable
is 6.70 (significant). From the results of the calculations, it can be concluded that the regression equation Y=-
38.345+.548X2 can be used as a tool to describe and draw conclusions about the relationship between attitude
towards the Calculus (x2) with Calculus Learning Outcomes (Y).
From the data in table 5 above, it can be concluded that the regression equation Y = -.38.345+0.548X2
is significant. To determine the relationship between attitude towards Calculus with Calculus Learning
Outcomes performed when the Ftest with criteria: if Faccount value <Ftable (0.05) (20:154) , the equation regression is linear.
From the Table 5 above, it can be seen that Faccount value= 0.348 <Ftable (0.01) (20:154) = 1.64. This shows that
the shape of the relationship between attitude towards Calculus (X2) with Calculus Learning Outcomes (Y) is
linear.
From the above description, it can be concluded that the regression equation Y = -38.345+0.548X2 is
significant and linear. This means that every increase of one (1) unit of Attitudes toward Calculus (X2) will cause
an increase of 0.55 units of Calculus Learning Outcomes (Y) in the same direction with a constant of 38.34.

Grafik Regresi Linear Sederhana Ŷ = -38,345 + 0,548 X

Simple Linear Regression Graph Y = -38.345 + 0.548X2 2

19
Figure 2. Simple Linear Regression Graph Y = -38.345 + 0.548X2
Correlation Coefficient was done to determine the strength of the relationship between attitude towards
the Calculus (x2) with Calculus Learning Outcomes (Y). The results of the correlation coefficient calculation
showed that ry2 = 0.68. To demonstrate the significance of the correlation coefficient, the t test was as shown in
Table 6.

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Vol.7, No.13, 2016

Table 6 : Significant Test on Correlation Coefficient between X1 and Y

N Correlation Coefficient Taccount value ttable
α = 0.05 α = 0.01
176 0,68 16,78** 1,96 2,76
Description :
** = correlation coefficient is very significant ( Faaccount value = 16,78 > Ftable = 2,57 at α = 0.01 )
n = total sample
As shown in Table 6, the results of significance test of correlation coefficient between the variable
attitude towards Calculus (X2) with variable Calculus Learning Outcomes (Y) is 0.68. This shows that the
relationship between attitude towards calculus and the Calculus Learning Outcomes is positive. That is, the more
positive the attitude towards learning Calculus, the higher the results. Based on the result of this study, null
hypothesis (Ho) is rejected, that stated, there is no positive relationship between attitude towards Calculus with
Calculus Learning Outcomes and H1 is accepted, which states that, there is a positive relationship between
attitude towards Calculus with Calculus Learning Outcomes. The coefficient of determination is 0.459, which
means that 45.9% of variance for variable Calculus Learning Outcomes can be determined by the variable
attitude towards Calculus and the rest is influenced by other factors.
The results of the calculation of partial correlation coefficients between the attitude towards the
Calculus (X2) with the dependent variable Calculus Learning Outcomes (Y) with variable controlling the ability
on Basics Mathematics (X1), and variable Student Assessment on Teaching Quality of Lecturer (X3), be it
individually or collectively, the partial correlation coefficient obtained is ry2.1 = 0.57, ry2.3 = 0.59 and ry2.13 = 0.51.
As shown in Table 6, it can be explained that: (1) the relationship between attitude towards Calculus
variable (X2) with Calculus Learning Outcomes variable (Y) by controlling the variable of ability on Basics of
Mathematics (X1), the obtained ry2.1 = 0.57 which is significant. (2) the relationship between attitudes towards
Calculus variable (X2) with Calculus Learning Outcomes variable (Y) with controlling the variable of Student
Assessment on Teaching Quality of Lecturer (X3), the obtained partial correlation coefficient is ry2.3 = 0.59 and
is significant. (3) the relationship between attitude towards Calculus (X2) with Calculus Learning Outcomes (Y)
by controlling the ability on Basics Mathematics (X1), Assessment of Student on Teaching Quality of Lecturer
(X3), the obtained partial correlation coefficient is ry2.13 = 0.51 and is significant. The summary of testing the
partial correlation coefficients between the ability on Basic on Mathematics (X1) with Calculus Learning
Outcomes (Y) are presented in Table 7.
Table 7: Summary Calculated Partial Correlation Coefficient and Significance Test Between X2 and Y
Correlation Controlled Notation Correlation Taccout value ttable
Coefficient α = 0.05 α = 0.01
X2 and Y X1 ry2.1 0,57 11,10** 1,96 2,57
X2 and Y X3 ry2.3 0,59 11,90** 1,96 2,57
X2 and Y X1 and X3 ry2.13 0,51 9,06** 1,96 2,57
Description :
**very significant partial correlation coefficient (tcalculated value = 11,10 > ttable = 2,57 α = 0,01 )
**
α = 0,01 )
very significant partial correlation coefficient (tcalculated value = 11,90 > ttable = 2,57
**
very significant partial correlation coefficient (tcalculated value = 9,06 > ttable = 2,57 α = 0,01 )
X1 = Ability on Basics of Mathematics
X2 = Attitude Towards Calculus
X3 = Student Assessment on Teaching Quality of Lecturers
Y = Learning Quality Outcomes
The table above provides information that the relationship between the attitude towards Calculus
variable (X2) with Calculus Learning Outcomes variable (Y), be it controlled or not by the Ability on Basics of
Mathematics variable (X1), and Student Assessment on Teaching Quality of Lecturer variable (X3), still
generate a positive relationship.
b. The Relationship of Student Assessment on Teaching Quality of Lecturers Towards Calculus Learning
Outcomes
Student Assessment on Teaching Quality of Lecturer (X3) will determine its success whe the student goes to
college. The third research hypothesis exists a positive relationship between Student Assessment of Teaching
Quality of Lecturer (X3) with Calculus Learning Outcomes. In other words, if the Student Assessment on
Teaching Quality of Lecturer is good, then the Calculus Learning Outcomes is also good, and vice versa.
From the results of hypothesis testing by using a simple regression to pairs of Student Assessment on
Quality of Lecturer variable towards Calculus Learning Outcome variable, it obtained a regression coefficient (b)

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of 0.577 and a constant value of (a) -36.178 with a regression equation Ŷ= -36.178+0.577X3. Summary results of
analysis of variance can be seen in Table 8.
Tabel 8. ANOVA ( Analysis of Variance) Significant Test Linear Regression Equation Y = -38,34 + 0,58 X2
Ftable
Source of Variance Df SS MS Faccount value
0,05 0,01

Total 176 57047

Regression(a) 1 53237,051
1 2475,218 2475,218 322,678**
Regression (b/a) 3,90 6,70

Residual 174 1334,731 7,671

Unmatched 20 123,642 6,507
0,833ns 1,64 2,00

Error 154 1211,089 7,813

**: very significant regression (Fcalculated value = 322,678 > Ftable = 6,70)
ns : linearity form ( Fcalcualted value = 0,833 < Ftable = 1,64)
Description :
SS = Sum of Squares
df = Degree of Freedom
MS = Mean of Squares
To find the regression equation significant or not, Ftest was performed with the criteria: if Fcalculated
value > Ftable, it is significant. The results of the calculation showed that Fcalculated value equal to 322.678
while Ftabel = 6.70 (significant). From the results of these calculations, it can be concluded that the regression
equation can be used as a tool to describe and draw conclusions about the relationship between the quality of
teaching faculty with Calculus Learning Outcomes.
As shown in table 8 above, it can be concluded that the regression equation is significant. To determine
the relationship between Student Assessment on Teaching Quality of Lecturer and Calculus Learning Outcomes,
Ftest was performed with the criterion, when Fcalculated value> Ftable (0.01) (19:155), regression equation is linear.
From the data in table 8, it can be seen that Fcalculated value = 0.833> Ftable (0.05) (15:154) = 1.64. This means
that the shape of the relationship between the Student Assessment on Teaching Quality of Lecturers with
Calculus Learning Outcomes is linear.

GraphicRegresi
Grafik of Simple Linear
Linear RegressionŶY=
Sederhana -36,34 +0,577XX3
= -36,34+0,577 3

)
Y = − 36 , 34 + 0 , 58 X 3

22

Figure 3. Grphic of simple linear regression Y = 36,34 + 0,577X3

Calculating the correlation coefficient is done to determine the strength of the relationship between the
Student Assessement on Teaching Quality of Lecturers towards Calculus Learning Outcomes. The results of the
correlation coefficient calculation showed ry3 = 0.71. Ttest was doen to prove its significant correlation

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Vol.7, No.13, 2016

coefficient as shown in Table 9.

Table 9. : Significant Test on Correlation Coefficient Between X3 and Y
N Correaltion Coefficient Taccount value ttable
α = 0.05 α = 0.01
**
176 0,68 16,78 1,96 2,76
Description :
** =very significant correlation coefficient ( Fcalculated value = 30,37 > Ftable = 2,57, with α = 0.01 )
n = total sample
From the data in table 9, it showed a significance test results of the correlation coefficient of 0.68
between the variables of the Student Quality Assessment on Teaching Quality of Lecturers with variable
Calculus Learning Outcomes. This suggests that the relationship between the two variables is positive. That is,
the better the quality of the teaching faculty, the higher the result of Calculus Learning Outcomes. The results of
this study rejects the null hypothesis (H0) which states that, there is no positive relationship between the Student
Assessment on Teaching Quality of Lecturers with Calculus Learning Outcomes, H1 is accepted, which states
that there is a positive relationship between the Student Assessment on Teaching Quality of Lecturer and
Calculus Learning Outcome.
c. The Relationship Between the Ability on Basic Mathematics, Attitude towards Calculus, and Student
Assessment on Teaching Quality of Lecturer together with Calculus Learning Outcomes
The fourth hypothesis is "there is a positive relationship between the ability on Basic Mathematics, Attitude
towards Calculus, and Student Assessment on Teaching Quality of Lecturer with Calculus Learning Outcome.
From the calculation result, it obtained multiple regression coefficient for Basic Mathematics Ability of 0.230;
for Attitudes toward Calculus of 0.257; for Student Assessment on Teaching Quality of Lecturer of 0.304 with a
= -41.51. From the results of these calculations, multiple regression equation is
^
Y = −41,515+ 0,230X1 + 0,257X 2 + 0,304X 3 .
To determine the significance of multiple regression equations, Ftest was performed as shown in table
10 below. From the results, it obtained that Fcalculated value > Ftable (328.197> 3.90) this proves that there is a
positive relationship between the Ability on Basic, Attitude towards Calculus jointly with Calculus Learning
Outcomes.
Tabel 10. ANOVA ( Analyssis of Variance) Significant Test and Linear Regression Equation
^
Y = − 41 , 515 + 0 , 230 X 1 + 0 , 257 X 2 + 0 , 304 X 3 .
Source of Variance Df SS MS Faccount value Ftable
α = 0.05 α = 0.01
Total 176 57047
Coefficient 1 53237,051

Total Corrected 175 3809,949

Regression 3 3243,361 1081,12 328,19** 2,66 3,90

Residual 172 566,588 3,294

Description :
**very significant multiple regression (Fcalculated value = 328,197 > Ftable = 3,90)
SS = Sum Squares
df = degree of freedom
RJk = Mean of Squares
From the table above, it can be concluded that the relationship between the Ability on Basic
Mathematics, Attitudes towards Calculus and Student Assessment on Teaching Quality of Lecturer together with
Calculus Learning Outcomes are positive and significant. Therefore, multiple regression equation models is
^
Y = −41,515+ 0,230X1 + 0,257X 2 + 0,304X 3 . , it can be used as a tool to determine the relationship between
dependent variable with independent variables.
The results of multiple correlation coefficient between the Ability on Basic , Attitudes towards Calculus
and Student Assessment on Teaching Quality of Lecturers and Calculus Learning Outcome obtained a multiple
correlation coefficient of ry 123 is equal to 0.86 as presented Table 11.

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Vol.7, No.13, 2016

^
Tabel 11 : Correlation Coefficient Test for X1, X2, X3 with Y = − 41 ,515 + 0 , 230 X 1 + 0 , 257 X 2 + 0 ,304 X 3 .

First Coefficient of Coefficiente of Faccount value Ftable

Correlation Correlation Determination α = 0.05 α = 0.01
X1,X2,X3 with 0,86 0,75 164,06** 2,66 3,90
Y
Description :
** = very significant correlation coefficient ( Fcalculated value = 321,06 > Ftable = 164,06 for α = 0.01 )
n = total sample
From the significant test results of multiple correlation coefficient, it can be concluded that the
relationship between the Ability on Basic Mathematics, Attitude towards Calculus, and Student Assessment on
Teaching Quality of Lecturers with Calculus Learning Outcomes Assessment of Student Learning Outcomes
Lecturer in Calculus with multiple correlation coefficient of ry.123 = 0.86. By squaring the correlation
coefficient, the coefficient of determination resulted to 0.749 which means that 74.9% is the variance from
Calculus Learning Outcomes as explained by Ability on Basic Mathematics, Attitude towards Calculus and
Student Assessment on Teaching Quality of Lecturers, the rest is determined by other variables. Recapitulation
ranked about the strength of the relationship between variables Ability on Basic Mathematics with Calculus
Learning Outcomes, Attitudes towards Calculus and Student Assessment on Quality of Teaching of the Lecturer
are presented in Table 12.
Table 12: Rating Summary of the Relationship Between Ability on Basic Mathematics, Attitude towards
Calculus, Student Assessment on Teaching Quality of Lecturer with Calculus Learning Outcomes
Partial Correlation Coefficient Taccout value Rank
ry1.23 = 0,49 8,62** Third
ry2.13 = 0,51 9,06** Second
Ry.12 = 0,59 11,10** First
From table 12, it shows the strengths of the relationship among the three independent variables with the
dependent variable. It also showed that Student Assessment on Teaching Quality of Lecturers ranks first with
ry3.12 = 0.59. Attitude towards Calculus ranks second with ry3.12 = 0.51. Ability on Basic Math ranks the third
place with ry1.23 = 0.49. From the calculation of correlation coefficient, it can be explained that the quality of
teaching faculty is the most fundamental to any students in achieving a higher Calculus Learning Outcomes.
Positive attitude towards Calculus develops attention and awareness in order to have a better Calculus Learning
Outcomes. With the quality of the teaching faculty coupled with a positive attitude towards the Calculus
improves competence in achieving the goal in teaching calculus. Ability on Basic Mathematics is also one of the
factors that determine the results in achieving Calculus Learning Outcome.

4. Discussion
Hypothesis Testing Regarding the Relations of Attitude towards Calculus Learning Outcomes
Students who have positive attitude (motivation) towards learning calculus will give a huge influence on the
results of Learning Calculus. It is showing positive relationship between attitude learning calculus and calculus
learning outcomes. But according to study by Zakaria:2008 students with high anxiety will be less motivated in
doing things related to mathematics. The significant low positive correlation between motivation and
achievement showed that all the variables were interrelated with one another. The results of this study provide
evidence that mathematics anxiety has an important effect in mathematics education that cannot be ignored.
Therefore, teacher should be thinking on how to reduce students’ anxieties by finding a better ways to teach
mathematics. This finding is consistent with the studies of Ma (1999) and Woodard (2004).
The Relationship of Student Assessment on Teaching Quality of Lecturers Towards Calculus Learning Outcomes
Student Assessment on Teaching Quality of Lecturer (X3) will determine its success when the student goes to
college. The third research hypothesis exists a positive relationship between Student Assessment of Teaching
Quality of Lecturer (X3) with Calculus Learning Outcomes. In other words, if the Student Assessment on
Teaching Quality of Lecturer is good, then the Calculus Learning Outcomes is also good, and vice versa.
According of Effective teachers support students to make connections by providing them with opportunities to
engage in complex tasks and by setting expectations that they explain their thinking and solution strategies and
that they listen to the thinking of others. It is satisfied of studied by Glenda (2009), Regina (2007), and Hennesi
(2010)

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Vol.7, No.13, 2016

Hypothesis is about the relationship of Ability on Basic Mathematics, Attitude towards Calculus, and Student
Assessment on Teaching Quality of Lecturer together with Calculus Learning Outcomes
From the calculation, a multiple regression coefficient of b which equal to = 0.230 was obtained for the Ability
on Basic Mathematics; for Attitude towards Calculus resulted to 0.257; for Student Assessment on Teaching
Quality of Lecturer resulted to 0.304 with a equal to -41.5. From the results of calculations, multiple regression
^
equation is express as Y = −41,515+ 0,230X1 + 0,257X 2 + 0,304X 3 .
From the calculation of correlation coefficients, it can be explained that the quality of teaching faculty
is the most basic thing for every student in achieving a Learning Outcomes Calculus better. Positive towards
Calculus improves attention and awareness for which will result to a higher Calculus Learning Outcomes.
A good Teaching Quality of Lecturer accompanied with positive attitude towards Calculus, this shows
that competency in teaching calculus is being achieved. Ability on Basic Mathematics is also one of the factors
that determine the results achieved Learning Calculus. So thus educational institution, should pay attention to
these three variables in teaching and learning activities, especially Mathematics and Natural Sciences (FMIPA)
in Universitas Negeri Medan to achieve an optimal teaching and learning activities in achieving its goal.

5. Conclusion and Recommendation

a. Conclusion
Based on the results of data analysis and hypothesis testing presented some results of the study as follows:
There is a significant positive and linear relationship between Ability on Mathematics Ability, Attitude towards
Calculus, and Student Assessment on Teaching Quality of Lecturer together with Calculus Learning Outcomes.
From these findings, it can be concluded that the Ability on Basic Mathematics, Attitude towards Calculus, and
Student Assessment on Teaching Quality of Lecturers have a positive relationship with Calculus Learning
Outcomes, either individually or jointly. This means that the higher the Ability on Basic Mathematics and an
increasingly positive attitude towards the Calculus and a better Teaching Quality of Lecturer, will result to a
higher Calculus Learning Outcomes.
Subsequently, it was found that ranking on its relationship strength between the three independent
variables with the dependent variable, that, Student Assessment of Teaching Quality of Lecturers ranked which
is equal to 0.59. Attitude toward Calculus was ranked second with a correlation of 0.51. Ability on Basic
Mathematics ranks the third with a correlation of 0.49.
From its rankings based on its strength as described earlier, it can be explained that the quality of
teaching faculty is the most fundamental thing for students in achieving a better results in Learning Calculus.
Positive attitude towards Calculus grows an attention and awareness to improve Calculus Learning Outcome.
Similarly, a good quality of teaching faculty coupled with a positive attitude towards Calculus is very
helpful in achieving the goal in teaching Calculus. And finally, the Ability on Basic Mathematics is also one of
the factors that determine the achievement of Calculus Learning Outcomes. From the findings that have been
described individually above, it can be concluded that the three variables: Ability on Basic Mathematics,
Attitude towards Calculus, Student Assessment on Teaching Quality of Lecturers are inseparable from one
another. A full effort that consistent is needed to improve the results in learning Calculus as these three variables
are taken into considerations.
b. Recommendation
Based on the findings, discussion, and conclusions the researcher present some suggestions in relation to:
Improve Ability on Basic Mathematics, Improve Attitude towards Calculus, Improve the Teaching Quality of
Lecturer in order to enhance Calculus Learning Outcomes as follows:
1. To improve Ability on Basic Mathematics
a. Elevate the ability on Basic Mathematics for students who have already accepted as a student at the
Mathematics and Natural Sciences (FMIPA) Universitas Negeri Medan, , State University of Medan through
crash program, provide library materials.
b. Hold a matriculation for students of FMIPA Universitas Negeri Medan for the students to prepare themselves
in terms of learning strategies and apply them in teaching and learning activities.
c. Provide complete mathematics textbooks.
2. To improve attitudes towards Calculus
Efforts to improve attitude towards Calculus is certainly not that easy, it needs an approach that is able to
motivate students to improve the attitude towards calculus optimally. In this dissertation, the researcher did not
intent to deeply and widely elaborate the techniques in improving the attitude towards calculus.
3. To Improve the Teaching Quality of Lecturers
To improve the teaching quality of Lecturers, there is a need to basically view if from different comprehensive
approaches, both qualitatively and quantitatively.
In this dissertation, the researcher did not intent to discuss the efforts to improve the Quality of

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ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.7, No.13, 2016

Teaching for Lecturer, be it qualitatively or quantitatively.

However, in order to further provide a concrete illustration, the researcher had attempted to describe
examples of efforts that should be done to improve the Quality of Teaching for Lecturers such as workshops,
seminars, training that highlights the fields of educational technology on a continuous basis.

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