Abstract
<p>This study uses a standard education production function in order to relate student grades in mathematics and statistics to three factors. The first factor includes teaching practice measures and classroom learning environment. The second factor comprises teacher characteristics and class size. The third factor represents student control variables. The statistical analysis which is based on mixed effect modeling of student marks in mathematics and statistics courses shows that incoming skills, classroom learning environment, support to the students and students attitude toward mathematics and statistics are the most significant predictors of achievement in mathematics. However, teaching practices were not found to be crucial for improving mathematics grades.</p>
Highlights
1.1 BackgroundPrevious studies investigating the determinants of college student performance in mathematics indicate that incoming skills measured by grades in high school mathematics are among the most significant predictors of student success in math and science courses
In 2006, Statistics Canada in their study of the Program for International Student Assessment conducted a preliminary analysis on the cause for higher levels of achievement in mathematics with the national assessment results, where they have attributed the level of anxiety towards math, level of confidence, parental education attainment and family socioeconomic status as contributing factors to achieving a higher score
The purpose of this research is to conduct a statistical analysis in order to estimate the impact of potential factors affecting students’ achievement scores in mathematics and in statistics based on a two-level hierarchical model in which the first level is given by student characteristics and the second level is given by class characteristics
Summary
Previous studies investigating the determinants of college student performance in mathematics indicate that incoming skills measured by grades in high school mathematics are among the most significant predictors of student success in math and science courses. Perry and McConney (2013) studied the strength of the relationship between school socioeconomic status and achievement in mathematics for Canada and Australia. They found that the relationship is significantly stronger in Australia and that student outcomes are more equitable in Canada than in Australia, which is due to differences in the ways in which the two education systems are funded. In addition to the socioeconomic factor, the present study uses statistical methods to investigate what other factors can play a significant role in mathematics college achievement, in particular those related to attribution
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