Abstract
This study explored correlation between changes of consciousness and academic achievement about mathematics across the 3 years on junior high school in Japan. The purpose of this study was to develop and assess the item of consciousness about mathematics in junior high school. For that reason a 3-year longitudinal survey was conducted in a private junior high school for three generations. First, an exploratory factor analysis was conducted, which extracted two factors: “Interest score” and “Quantitative learning score”. Then, correlations between the two factors and academic achievement were investigated. Results indicated that Interest score had a strong correlation with academic achievement for mathematics and the Quantitative learning score had a weak correlation with academic achievement. These results suggest that educational activities focusing on the consciousness about mathematics are useful for improving mathematical education of junior high school students.
Highlights
Adolescence (12 - 15 years of age) is a period of many changes
Results indicated that Interest score had a strong correlation with academic achievement for mathematics and the Quantitative learning score had a weak correlation with academic achievement
These results suggest that educational activities focusing on the consciousness about mathematics are useful for improving mathematical education of junior high school students
Summary
Adolescence (12 - 15 years of age) is a period of many changes. One of these changes is the transition from elementary school to junior high school. It has been reported that Junior high school students in Japan experience a decline in motivation to study during this time. According to the “Survey on National Academic Ability and Learning Situation” in Japan, the study motivation of junior high school students in grade three is much lower than sixth graders in elementary school (MEXT, 2017). Studies of private junior high schools in Japan show that learning habits decline dramatically in the first year after the transition from elementary to junior high school (Okado et al, 2017)
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