Examining the Effect of Students Early Numeracy Activities at Home on Later Mathematics Achievement via Early Numeracy Competencies and Self-Efficacy Beliefs

Sunghwan Hwang

doi:10.26822/iejee.2020.172

Abstract

This study examines the influence of early numeric activities at home on children’s mathematics achievement in fourth grade. It also examines the mediating effects of early numeracy competencies and self-efficacy beliefs in mathematics on this relationship. We used Trends in International Mathematics and Science Study 2015 Korean data, selecting nationally representative samples of fourth-grade elementary students (N = 4 669) and their parents. We conducted confirmatory factor analysis and structural equation modeling to analyze the data. Our findings revealed that students who engage in more early numeracy activities at home are more likely to have high mathematics achievement in fourth grade. Early numeracy competencies and self-efficacy beliefs positively mediate this relationship. Moreover, we found sequential mediating effects of early numeracy competencies and self- efficacy beliefs on this relationship. Based on the findings of the study, we propose several implications.

Highlights

When a baby is born, his/her parents often perform various numeracy activities at home
The results revealed that children’s early numeracy activities at home had significantly positive relationships with early numeracy competencies, selfefficacy beliefs, socioeconomic status (SES), and mathematics achievement, ranging from .209 to
Numeracy competencies had a positive relationship with self-efficacy beliefs, SES, preschool attendance experiences, and mathematics achievement, ranging from .041 to

Summary

Introduction

When a baby is born, his/her parents often perform various numeracy activities at home. Some studies have found a positive effect of early numeracy activities at home on later mathematics achievement (Casey et al, 2018; Chiu, 2018; Galindo & Sonnenschein, 2015; Huang et al, 2017; LeFevre et al, 2009; Niklas & Schneider, 2017; Zhu & Chiu, 2019), while others have found a mixed or nonsignificant effect (Blevins-Knabe et al, 2000; Missall et al, 2015; Skwarchuk, 2009; Skwarchuk et al, 2014; Zhang et al, 2020) These inconsistent findings might be because previously conducted studies have not properly considered the effect of a student’s background and examined small non-representative samples (Zhu & Chiu, 2019). More studies examining how early numeracy activities at home affect mathematics achievement in elementary school students are needed

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