scholarly journals Can Mathematics Achievement Be Predicted? The Role of Cognitive–Behavioral–Emotional Variables

Mathematics ◽  
2021 ◽  
Vol 9 (14) ◽  
pp. 1591
Author(s):  
Raquel Fernández-Cézar ◽  
Natalia Solano-Pinto ◽  
Dunia Garrido
Keyword(s):  
Mathematics Achievement ◽  
Learning Strategies ◽  
School Environment ◽  
Creative Thinking ◽  
Science Achievement ◽  
Self Concept ◽  
Outreach Program ◽  
Convenience Sample ◽  
And Mathematics ◽  
Critical And Creative Thinking

The current society is based on science and technology, depending partly on mathematics. It leads to citizens’ success in school mathematics, being measured through achievement, which can be predicted by affective, cognitive, and behavioral variables. The aim of this study was to determine the extent to which self-concept, learning strategies, attitude towards science and mathematics, school environment, and previous scores in science and mathematics predict achievement in mathematics. A convenience sample of 352 pupils taking part in a science, technology, engineering, and mathematics (STEM) experimentation outreach program belonging to state schools and state-funded schools from rural and urban environments was analysed. The instrument was composed of the Auzmendi scale of attitude towards mathematics modified, the attitude towards school science, the AUDIM questionnaire for self-concept (physical, social, personal, academic, and general), and the CEA questionnaire for learning strategies (emotional control, critical and creative thinking, and metacognition). Sex, type of school, and school environment were covariates. A binary logistic regression model was obtained for mathematics achievement, which correctly classified 82.1% of students, with previous science and mathematics achievement, science achievement, and critical and creative thinking as predictors, and urban schools playing a positive role. Implications of these predictors on mathematics education are discussed.

Ability Grouping, Mathematics Achievement, and Pupil Attitudes toward Mathematics

1980 ◽  
Vol 11 (1) ◽  
pp. 22-28
Author(s):  
Anne Brassell ◽  
Susan Petry ◽  
Douglas M. Brooks
Keyword(s):  
Mathematics Achievement ◽  
Self Concept ◽  
Mathematics Students ◽  
Mathematics Scores ◽  
Mathematics Attitude ◽  
Mathematics Ability ◽  
Attitude Inventory ◽  
Ability Groups ◽  
Scale Scores ◽  
And Mathematics

Relationships between mathematics attitude and mathematics ability were investigated using six scale scores from Sandman's Mathematics Attitude Inventory and four mathematics scores from the California Test of Basic Skills. The instruments were administered to 714 seventh-grade mathematics students in classes grouped by ability level. Results showed significant differences in mathematics attitude and mathematics ability among the class levels and the teacher-determined ability groups. The mathematics-attitude scales for self-concept and anxiety proved to be the best correlates of mathematics achievement. Attitude data suggest that pupils placed in average-ability groups have self-concept and anxiety difficulties equal to or greater than pupils in low-ability groups.

scholarly journals Assessing the Correlation Between Academic Self-Concept and Mathematics Achievement in Secondary Schools in Nairobi County, Kenya

2019 ◽  
Vol 8 (3) ◽  
pp. 102
Author(s):  
Priscilla Gachigi Njoki ◽  
Dakota King-White ◽  
Theresia Kinai ◽  
Edward Kigen
Keyword(s):  
Mathematics Achievement ◽  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Simple Random Sampling ◽  
Self Concept ◽  
Average Score ◽  
School Students ◽  
The Past ◽  
And Mathematics

Students in Kenya have been performing poorly in mathematics in both primary and secondary schools, with the majority of the students scoring below average. The purpose of this study was to explore the extent to which academic self-concept correlates with mathematics achievement of secondary school students in Nairobi County. The study targeted 9,641 Form 3 students in public secondary schools that had registered students for Kenya Certificate of Secondary Education examinations for the past three years. A sample of 500 respondents was drawn using stratified and simple random sampling. A questionnaire that included items from the Academic Self-Concept Questionnaire was used to measure academic self-concept. The average score in mathematics for three consecutive terms was used as the mathematics achievement for each participant. The results from the study showed that academic self-concept positively and significantly predicted mathematics achievement. Based on findings, this article includes recommendations on effective ways that teachers, parents, and other stakeholders can help increase students’ academic self-concept and boost students’ mathematics achievement.

The Relationship Between a Seventh-Grade Pupil's Academic Self-Concept and Achievement in Mathematics

1970 ◽  
Vol 1 (3) ◽  
pp. 173-179
Author(s):  
Alfred Morry Bachman
Keyword(s):  
Public Schools ◽  
Mathematics Achievement ◽  
Significant Relationship ◽  
Self Concept ◽  
Seventh Grade ◽  
Effect Relationship ◽  
Cause And Effect ◽  
Moment Coefficient ◽  
And Mathematics ◽  
The Relationship

The relationship between mathematics self-concept and mathematics achievement was investigated with a sample of 404 seventh-grade students in the Portland, Oregon, Public Schools. Correlations were obtained using the Pearson product-moment coefficient, for several measures of self-concept of ability and mathematics achievement.A significant relationship was found between self-concept of ability in mathematics and mathematics achievement. For the specific self-concept measures used, mathematics self-concept was found to be the best predictor of mathematics achievement.The results suggest needed research on the question whether there is a cause-and-effect relationship between a student's self-concept of his ability to do mathematics and his achievement. In particular, will a change in self-concept (higher) result in a corresponding change in achievement?

scholarly journals Model Manajemen Pembelajaran Pendidikan Islam Berbasis Masalah: Studi Kasus pada Jurusan Tarbiyah dan Adab IAIN Parepare

2019 ◽  
Vol 3 (1) ◽  
pp. 1-15
Author(s):  
Anwar Sewang ◽  
Abdul Halik
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Creative Thinking ◽  
Learning Strategy ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Assessment ◽  
Management Approach ◽  
The Impact ◽  
Critical And Creative Thinking

Learning in college is very urgent considering aspects of relevance and effectiveness. One strategy that becomes the trend of study is problem-based learning. Problem-based learning strategies are considered urgent and relevant to be applied in higher education, as an effort to trigger scientific exploration to foster critical and creative thinking skills. Problem based learning strategies should be based on research in order to have a systemic scientific structure, a strong, functional and implementative foundation in learning. The relevance and effectiveness of the implementation of problem-based learning strategies is designed with a management approach. Management breaks down the stages of problem-based learning strategies, including planning, implementation, and evaluation (assessment). Problem-based learning strategy planning includes the preparation of Semester Learning Plans (Rencana Pembelajaran Semester or RPS) that refer to the curriculum of study programs, establish learning outcomes, design teaching materials, analyze students, choose media, compile learning evaluation systems, and predict possible problems. All of them are designed with problem-based adapted from the results of the research. Implementation of problem-based learning begins with initial activities including attendance, apperception, orientation, and motivation, core activities include exploration, elaboration, and confirmation, and final activities including conclusions and assessments (evaluations). Evaluation of learning includes program assessment, implementation assessment, and assessment of goals achievement. Principles of learning assessment include educative, objective, accountability, and transparent. Measuring the achievement of problem-based learning is seen in indicators of critical and creative thinking abilities, including problem response, understanding problems, knowing cause of problems, able to find alternative solutions, recognize the impact of the problem, and be able to connect with other science disciplines. The strategy of problem-based learning in higher education has implications for students' interest and motivation in developing critical and creative thinking skills.

scholarly journals Relationships among higher secondary students' beliefs about mathematical ability, goals, learning strategies, and mathematics achievement, in the Maldives: A three-path mediational analysis

2021 ◽  
Author(s):  
◽  
Ahmed Riyaz
Keyword(s):  
Secondary Education ◽  
Mathematics Achievement ◽  
Learning Strategies ◽  
Secondary Students ◽  
Mathematical Ability ◽  
Positive Relation ◽  
Negative Relation ◽  
Mediational Model ◽  
And Mathematics ◽  
Higher Secondary Education

<p>Structural equation modelling techniques were used to test a three-path mediational model of mathematics achievement on the relationships among higher secondary students' beliefs about mathematical ability, achievement goals, learning strategies, and mathematics achievement. Participants were higher secondary students (n = 341) who were studying advanced level mathematics at the Centre for Higher Secondary Education, one of the largest school that provides higher secondary education in the Maldives. Questionnaires were used to collect self-report data. Students' final year mathematics results (i.e., standardised test results) were used as the achievement data. Incremental beliefs had a positive relation with mathematics achievement, mediated by mastery goals and deep-learning strategies. Incremental beliefs had a negative relation with mathematics achievement, mediated by performance-approach goals and surface-learning strategies. Entity beliefs had a negative relation with mathematics achievement, mediated through performance-avoidance goals and surface-learning strategies. Incremental beliefs also had an overall indirect positive relation, and entity beliefs had an overall indirect negative relation with the achievement. The results of the mediational model showed the best possible pathways that students could follow in the academic setting as far as performance and building capacity in mathematics were concerned. The results might be useful to teachers and educators with respect to making decisions aimed at creating a better learning environment for students and to improve the quality of mathematics education provided to higher secondary students in the Maldives.</p>

Sign in / Sign up

Export Citation Format

Share Document