Abstract
This registered report protocol elaborates on the theory, methods, and material of a study to identify latent profiles of competence development in reading and mathematics among German students in upper secondary education. It is expected that generalized (reading and mathematical competence develop similarly) and specialized (one of the domains develops faster) competence profiles will be identified. Moreover, it is hypothesized that students' domain-specific interest and educational history will predict membership of these latent profiles as these factors influence the students' learning environments. For this study, we will use data from the German National Educational Panel Study, including students from ninth grade in secondary schools (expected N = 14,500). These students were tracked across six years and provided competence assessments on three occasions. The latent profiles based on the students' reading and mathematical competences will be identified using latent growth mixture modeling. If different types of profiles can be identified, multinomial regression will be utilized to analyze whether the likelihood of belonging to a certain competence development profile is influenced by students' domain-specific interest or educational history. As this protocol is submitted before any analyses were conducted, it will provide neither results nor conclusions.
Highlights
Language and mathematical competences significantly impact academic and professional success
Basic language competences are at the core of learning and communicating [1], while basic mathematical competence is defined by the Organization for Economic Co-Operation and Development (OECD) ([2], p.15) as the ability “to make well-founded judgements and to use and engage with mathematics in ways that meet the needs of that individual’s life as a constructive, concerned and reflective citizen”. Both competence domains are basic skills necessary for everyday life, which is why both reading and mathematical competences are often analyzed in educational research
This paper aims to analyze the longitudinal trajectories of mathematics and reading competence by identifying profiles of competence development of students in Germany at the beginning of upper secondary education, commencing in grade 9 until age 21/22
Summary
Language and mathematical competences significantly impact academic and professional success. At the end of mandatory education, research on domain-specific competence development and especially on the relationship between the two domains through a longitudinal perspective is scarce Against this background, this paper aims to analyze the longitudinal trajectories of mathematics and reading competence by identifying profiles of competence development of students in Germany at the beginning of upper secondary education, commencing in grade 9 until age 21/22. In a previous study with students at the beginning of lower secondary school in Germany (grades five to nine), we were unable to confirm specialized profiles of competence development in those domains [8]. The existence of more pathways and courses in upper secondary education further strengthens the argument that some specialized profiles of competence development should be found
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
