Mathematics Achievement Scores Research Articles

Relationships between emotional dispositions and mathematics achievement moderated by instructional practices: analysis of TIMSS 2015

ABSTRACTThis research is a secondary analysis with Korean students’ data collected in the TIMSS 2015 to describe the moderation effects of instructional practices on the relationships between students’ emotional dispositions toward mathematics and mathematics achievement. From the TIMSS 2015 database, we collected mathematics achievement scores, a student-level contextual scale for students’ emotional disposition, and teacher-level contextual scales representing teachers’ instructional practices. We applied hierarchical linear modelling to construct multilevel models. The findings showed that the achievement gap between emotional dispositions – like and dislike – became smaller when teachers more frequently implemented certain instructional practices like asking students to complete challenging exercises, decide their own problem-solving procedures, and express their ideas in class. Students who disliked mathematics were likely to have higher scores as their teachers implemented each of those practices more frequently. Findings provide important implications to teachers regarding: It is important to encourage students to reason through instructional practices like asking them to decide their own problem-solving procedures and to solve challenging problems.

Supporting primary school teachers\u2019 classroom assessment in mathematics education: effects on student achievement

In a three-phase study, with a total of 40 third-grade teachers and their 830 students, teachers were supported to use classroom assessment techniques (CATs) to reveal their students’ knowledge of number operations. In phase I, four teachers and 66 third-grade students participated in five monthly workshops in which CATs were co-designed and their use was discussed. In phase II, the first phase was replicated with four workshops with six different teachers and 148 third-grade students. In these two exploratory phases, we evaluated student achievement on a standardized national mathematics test in a pre-/posttest design and compared changes herein to changes in the national norm sample. In phase III, a control condition was added to the design to experimentally investigate the effect on student achievement with 30 teachers and 616 third-grade students. Teachers were randomly assigned to participate in 0, 1, 2, or 3 1-hour workshops. In all three phases, we found a significant increase in students’ mathematics achievement scores on the standardized mathematics test. In phase III, the increase was significantly larger in the classes of teachers participating in three workshops than in classes with less workshops. Additionally, results from the analysis of classroom observations, feedback forms, and interviews indicate that teachers could easily integrate the CATs into their practice and could gather valuable information on their students. The results from the different phases of this study combined indicate that supporting teachers in their development and use of classroom assessment in mathematics may contribute to the improvement of students’ mathematics achievement.

Exploring Factors of Home Resources and Attitudes Towards Mathematics in Mathematics Achievement in South Korea, Turkey, and the United States

Educational opportunities and resources for students differ around the world. Trends in International Mathematics and Science Study (TIMSS) highlights students’ achievement, home resources, and attitudes towards mathematics and science. In this study, we sought to identify home resources and attitudes towards mathematics factors that significantly predict fourth graders’ mathematics achievement in South Korea, Turkey, and the United States using TIMSS 2015 data. Results indicated that home resources and attitudes towards mathematics both positively and significantly predicted students’ mathematics achievement. Moreover, an interesting pattern emerged as Turkish students’ attitudes towards mathematics were higher and mathematics achievement scores were lower than students from South Korea, and the United States. Future research may include longitudinal studies of mathematics achievement among the three countries.

A Comparative Analysis of Mathematics Achievement Between Boys and Girls: The Case of Lower Cycle Secondary Schools Students of Addis Ababa

This study was designed to make a comparative analysis of mathematics achievement between girls and boys at lower secondary education level. It was also aimed at investigating the extent of association between girls’ mathematics achievement and school type. Besides, students’ attitude towards mathematics, parents’ attitude and teachers’ attitude on students’ mathematics performance based on their gender were analyzed. To this end, the study has employed both quantitative and qualitative data gathering methods. Instruments were applied to 608 boys and 672 girls drawn from 10 schools (five schools each from government and non-government) on the basis of multistage sampling techniques. Independent sample t-test and chi-square analyses were employed. The results of data analyses revealed that mathematics achievement was strongly associated with students’ gender and girls’ achievement was significantly lower than that of boys. However, girls’ mathematics achievement did not show a significant difference between government and non-government schools. Further, among students’ attitude scores, girls’ self-confidence on mathematics was significantly lower than that of boys. However, students’ belief about the usefulness of the mathematics and their perception of the subject as a male domain didn’t show a significant difference between boys and girls. Parents’ and teachers’ attitude on students’ mathematics performance gender wise were showed a significant difference between boys and girls favoring boys. Moreover all these attitudinal scores were positively correlated with students’ mathematics achievement score except for girls’ perception of the subject as a male domain. The analysis of students’ daily household working hours had shown a significant difference between boys and girls and it was found to be positively correlated with their achievement. It was evident that traditional stereotypes, which favour male dominance in mathematical ability, were still prevalent at modest level in the schools studied. Thus, a concerted effort by teachers, parents, relevant agencies, and the government is required to ameliorate the prevailing gender gap in mathematics achievement. Keywords:, household working, attitude in mathematics performance gender wise DOI : 10.7176/JEP/10-10-09 Publication date : April 30 th 2019

Genetic Structure of IQ, Phonemic Decoding Skill, and Academic Achievement.

The aim of this study was to examine whether phonemic decoding skill (deficits of which characterize dyslexia) shares genetic and/or environmental covariance with scholastic abilities independent of general intelligence. Non-word reading ability, verbal and non-verbal IQ, and standardized academic achievement (Queensland Core Skills Test; QCST) were measured in Australian twins (up to 876 twin pairs and 80 singleton twins). Multivariate genetic analysis showed the presence of a general genetic factor, likely reflecting crystallized ability, which accounted for 45–76% of phenotypic variance in QCST scores, 62% of variance in Verbal IQ, 23% of variance in Performance IQ, and 19% of variance in phonological reading ability. The phonemic decoding genetic factor (explaining 48% of variance in phonemic decoding) was negatively associated with mathematical achievement scores (0.4%). Shared effects of common environment did not explain the relationship between reading ability and academic achievement beyond those also influencing IQ. The unique environmental reading factor (accounting for 26% of variance) influenced academic abilities related to written expression. Future research will need to address whether these reading-specific genetic and unique environment relationships arise from causal effects of reading on scholastic abilities, or whether both share a common influence, such as pleiotropic genes/environmental factors.

Impact of Transformational Leadership Style on Students Discipline and Academic Achievement in Mathematics for National Security.

This study examined influence of transformational leadership style on pupils‟discipline and academic achievement in mathematics for National Security in Owerri Municipal Council Area of Imo –State. Based on the purpose of the study two research questions guided the study. Descriptive survey design was adopted for the study. The population of the study comprised of all secondary school principal and SS2 students in Owerri Municipal Council of Imo -State. The instrument for data collection is Transformational Leadership Style Questionnaire (TLSQ), Pupils discipline Questionnaire (PIQ) and Mathematics achievement Scores (MPS) to obtain relevant data. The validity of the instruments was done by three experts. One each from Measurement and Evaluation, Educational Foundation and Administration and Mathematics Education. The reliability of the instruments were 0.78, 0.95 and 0.85 determined using Cronbact Alpha and Pearson Product Moment Correlation (PPMC) statistics. Data collected were analyzed using Pearson Product Moment Correlation at 0.05 level of significance. The study indicated that transformational leadership styles have positive relationship with students‟ discipline and Academic achievement. Consequently, it is recommended that school principals should be encouraged as they are doing a good job in maintaining discipline and learning culture leading to better academic achievement.

Relations between numerical, spatial, and executive function skills and mathematics achievement: A latent-variable approach

Current evidence suggests that numerical, spatial, and executive function (EF) skills each play critical and independent roles in the learning and performance of mathematics. However, these conclusions are largely based on isolated bodies of research and without measurement at the latent variable level. Thus, questions remain regarding the latent structure and potentially shared and unique relations between numerical, spatial, EF, and mathematics abilities. The purpose of the current study was to (i) confirm the latent structure of the hypothesized constructs of numerical, spatial, and EF skills and mathematics achievement, (ii) measure their unique and shared relations with one another, and (iii) test a set of novel hypotheses aimed to more closely reveal the underlying nature of the oft reported space-math association. Our analytical approach involved latent-variable analyses (structural equation modeling) with a sample of 4- to 11-year-old children (N = 316, Mage = 6.68 years). Results of a confirmatory factor analysis demonstrated that numerical, spatial, EF, and mathematics skills are highly related, yet separable, constructs. Follow-up structural analyses revealed that numerical, spatial, and EF latent variables explained 84% of children’s mathematics achievement scores, controlling for age. However, only numerical and spatial performance were unique predictors of mathematics achievement. The observed patterns of relations and developmental trajectories remained stable across age and grade (preschool – 4th grade). Follow-up mediation analyses revealed that numerical skills, but not EF skills, partially mediated the relation between spatial skills and mathematics achievement. Overall, our results point to spatial visualization as a unique and robust predictor of children’s mathematics achievement.

Influence of Gestational Age and Working Memory on Math Skills in Children Aged 8 to 9 Years.

Prematurity affects children's functioning in domains such as cognitive skills and math skills. However, there is limited research examining math skills as gestational age (GA) increases weekly. We aimed at determining, in a population-based cohort of children aged 8 to 9 years, the association between the GA spectrum and math skills and working memory's (WM's) role in this relationship. Children aged 8 to 9 years in 2014 (n = 1761), from 44 primary schools in a metropolitan city, were recruited through the Memory Maestros study in 2012. GA was measured using the parent report. Math skills were measured using the Wide Range Achievement Test 4 math computation subtest (mean, 100; SD, 15), and WM was measured using 2 subtests of the Automated Working Memory Assessment. The method of analysis was multivariate linear regression, with adjustment for both WM measures and social risk indicators as potential confounders. A total of 1168 children (66%) had analyzable data. Compared with children of ≤34-week gestation, there was a mean difference increase of 0.48 in math standard scores per weekly increase in GA (95% confidence interval, 0.11-0.85%; p = 0.01). This equates to a difference of 6.29 (0.42 SD) standard math scores between the ≤34- and ≥42-week group. The relationship was independent of WM. Weekly increases in GA beyond 34 weeks are associated with higher mathematics achievement scores for children aged 8 to 9 years, independent of the child's WM. This assists with identification of individuals at risk of poorer math skills.

Measurement invariance of the ICT engagement construct and its association with students’ performance in China and Germany: Evidence from PISA 2015 data

AbstractThe present study investigated the factor structure of and measurement invariance in the information and communication technology (ICT) engagement construct, and the relationship between ICT engagement and students’ performance on science, mathematics and reading in China and Germany. Samples were derived from the Programme for International Student Assessment (PISA) 2015 survey. Configural, metric and scalar equivalence were found in a multigroup exploratory structural equation model. In the regression model, a significantly positive association between interest in ICT and student achievement was found in China, in contrast to a significantly negative association in Germany. All achievement scores were negatively and significantly correlated with perceived ICT competence scores in China, whereas science and mathematics achievement scores were not predicted by scores on ICT competence in Germany. Similar patterns were found in China and Germany in terms of perceived autonomy in using ICT and social relatedness in using ICT to predict students’ achievement. The implications of all the findings were discussed.

Development of symbolic mathematics language literacy perception scale for junior high school students and analysis of literacy perceptions based on certain variables

ABSTRACTThe present study aimed to develop a valid and reliable instrument to determine the symbolic mathematics language literacy perceptions of junior high school students, and to investigate literacy perceptions based on gender, final mathematics achievement scores, significance of using symbols, and school grade variables. The study group included 312 students in the pilot scheme and 123 students in the main application during the development of the scale. Exploratory factor analysis demonstrated that a 5-point Likert-type scale with a Cronbach Alpha internal consistency coefficient of 0.85 that included 4 factors in 18 items was developed. The factor structure of the scale was confirmed by confirmatory factor analysis. Furthermore, it was determined that the relayed literacy perceptions of the students did not differ based on gender and grade variables, however there was a significant difference between literacy perceptions based on the final mathematics achievement scores and significance of using mathematical symbols, and it was found that literacy perceptions of the successful students who found it important to use mathematical symbols were higher when compared to other students. Based on the results of multiple regression analysis, the combined gender, mathematical achievement, significance of symbol use, and grade variables explained about 20% of symbolic mathematical language literacy. Based on the findings, it was suggested that future studies could be conducted in schools of different types and utilizing different variables.

A STUDY OF MATHEMATICAL ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS.

Mathematical Achievement is the competency shown by the student in the subject mathematics. Its measure is the score on an achievement test in mathematics. The present study is based on the mathematical achievement of X class students of Secondary School of BageshwarDistrict. A sample comprised of 200 students studying in class X was selected randomly from Secondary schools of Bageshwar district. The research tool developed and standardized by Dr. Ali Imam and Dr, TahiraKhatoon was administered to the students. A descriptive research method was used in the present research. Statistical techniquesMean, S.D. and t-test were used to analyze the data. The result of the study shows that there is a significant difference between the mathematical achievements of class X students of secondary schools on the basis of their sexand social belongingness howeverit is interesting to know that rural male and urban male students are almost similar in there mathematical achievement scores.

Returning Responsibility to the Home: Outcomes of Background Checks on Low and High Achievers in Middle Basic Mathematics in North Bank Suburb of Makurdi, Nigeria

This study is a correlational survey of the impact of home involvement on the mathematics achievement of Basic 5 pupils in North Bank suburb of Makurdi, Benue State, Nigeria. The study is the outcome of the first phase of a local intervention programme targeted at encouraging homes in the suburb to actively support the mathematics education of children at the Basic Education level. The participants of the study comprise 73 Basic 5 pupils along with their parents across three basic schools in the suburb. The mathematics achievement scores of the pupils for the First Term of the 2016/2017 Academic Session were correlated with home involvement scores generated from the adopted Parental Involvement Questionnaire. The correlational analysis established a weak positive relationship (r = 0.0177, p = 0.9241; and r = 0.174, p = 0.2884) between home involvement and mathematics achievement. Further interaction with pupils revealed that outside pupils' parents, certain friends, members of extended family and neighbours play vital roles, ranging from re-teaching class work at home to providing guidance for mathematics homework.

Mathematics intervention for children with fetal alcohol spectrum disorder: A replication and extension of the math interactive learning experience (MILE) program

BackgroundIndividuals with fetal alcohol spectrum disorders (FASD) experience deficits in behavior, cognition, and academic functioning resulting from prenatal alcohol exposure (PAE). Although receiving intervention for developmental disabilities is a strong protective factor against negative outcomes in FASD, intervention research in this population is in its infancy. AimsThe purpose of this study was to replicate and extend a mathematics intervention, the Math Interactive Learning Experience (MILE) program, which was developed in the USA specifically for children with FASD. MethodsTwenty-eight Canadian children aged 4–10 years with confirmed PAE or an FASD diagnosis were assigned to either the MILE intervention or a contrast intervention. ResultsFollowing a relatively brief, individualized, one-on-one intervention, children in the MILE group demonstrated significantly greater changes in math achievement compared to the contrast group. Significant changes in other cognitive functions were not observed. Older age, lower IQ, and confirmed PAE but no FASD diagnosis were associated with greater math achievement change in the MILE group. ConclusionsThe replication and extension of the math intervention appears to have significant, positive impact on mathematics achievement scores of children with PAE and FASD.

Designing non-cognitive construct measures that improve mathematics achievement in Grade 5-6 learners

PurposeThe purpose of this study was to design and iteratively improve the quality of survey-based measures of three non-cognitive constructs for Grade 5-6 students, keeping in mind information needs of users in education reform contexts. The constructs are: Mathematics-related Self-Efficacy, Self-Concept, and Anxiety (M-SE, M-SC, and M-ANX).Design/methodology/approachThe authors applied a multi-stage, iterative and user-centered approach to design and validate the measures, using several psychometric techniques and three data samples. They evaluated the utility of student-level scores and aggregated, classroom-level means.FindingsAt both student and classroom levels, replicated evidence supported theoretically-grounded validity arguments on information produced by four of five scales tapping M-SC, M-ANX and M-SE. The evidence confirmed a second order, two-factor structure for M-SC, representing positive math affect and perceived competence, and a one factor structure for M-ANX representing negative math affect. Consistent with the literature, these served as precursors to a perceived confidence factor of M-SE which, in turn, positively influenced mathematics achievement scores, off-setting negative effects of M-ANX. Research is continuing on a self-regulatory efficacy factor of M-SE, which yielded mixed results.Practical implicationsThe survey scales are in line with current reform policies in the United States calling for schools to monitor changes in cognitive and non-cognitive domains of student development. Validated scales could be useful in serving information needs of teachers, decision-makers and researchers in similar school-based contexts.Originality/valueThis study demonstrates a comprehensive, user-centered methodology for designing and validating construct measures, departing from purely psychometric traditions of scale development.

Information and communication technologies use, gender and mathematics achievement: evidence from Italy

This study investigates the importance of information and communication technology (ICT) use in the mathematics achievement scores of Italian secondary school students, with particular attention paid to the role of gender in the ICT-maths performance relationship. Data from the 2012 Programme for International Student Assessment study allow to describe (a) how the type and intensity of ICT use are associated with high or low maths achievement and (b) how the association varies according to gender. These issues are examined with respect to different maths domains. The results of multilevel models show a complex scenario. A positive association between ICT use and mathematics achievement occurs only when computers are used for some, not all, activities. In other cases, the association is negative. In general, the ICT-maths performance association is weaker for girls. Some exceptions to this general trend are the benefits of certain ICT applications, only for girls, in Shape and Space and in Uncertainty and Data subscales of mathematics.

Preparing Teachers’ to Raise Students’ Mathematics Learning

The purpose of this study was to investigate the effectiveness of the ORIGO Stepping Stones program in a large suburban school district in the Midwestern U.S.. The sample included 11 elementary schools that implemented the program during the 2013–2016 school years. Findings are presented from teacher surveys, classroom observations, and analysis of standardized student mathematics achievement scores on the Northwest Evaluation Association Measurement of Academic Progress (NWEA MAP). Using multilevel models, the program did not demonstrate a detectably larger effect on mathematics achievement than the comparison. Classroom observations and views of teachers that support program implementation were explored. In terms of fidelity of implementation, findings suggested that the program was delivered differently from how it was intended. With respect to researchers and policymakers, the approach used to evaluating mathematics program effectiveness is informative and could be used as part of larger accountability systems.

Upshot of Music-Blended Teaching on Anxiety, Interest and Performance of Students with Mathematics Learning Disability

Music is concerned with the physical and emotional wellbeing of any human being. Listening to pleasant music in the background while doing an arduous task can make it seem so much easier, or in some cases, music may not increase positive attitude, but will ease the strain of an activity. This study assessed whether music blended teaching helps the learners who face difficulties while learning mathematics. The sample consisted of 42 students identified with mathematics learning disability. The experimental group was taught mathematics with violin instrumental music played in the background of the Mathematics classroom. The control group was taught through conventional teaching. The treatment lasted for 44 days, 45 minutes per day. For collection of relevant data, the investigator used two standardised tools namely, Coloured Progressive Matrices (CPM) and PrWi’s Mathematical Ability Test (PMAT). The self-made tools were: Mathematics Achievement Test (MAT), Scale on Interest in Mathematics (SIM) and Mathematics test Anxiety Scale (MAS). The pre and post-test analyses disclosed that the experimental group students exhibit lesser mathematics test anxiety in the post-test than the pre-test. In the gain scores it was found that both the control and experimental groups did not show any difference in the achievement, interest and anxiety scores in mathematics. In delayed post-test, the experimental group showed better performance in the learning objective - knowledge than the control group. Also the experimental group students with high level intelligence exhibited better scores in the learning objective – knowledge than the counter parts in control group. No significant difference was found in the delayed post-test in interest and anxiety of both the control and experimental groups. It is also true with regard to the level of intelligence.

Functional brain organization of working memory in adolescents varies in relation to family income and academic achievement.

Working memory (WM) capacity reflects executive functions associated with performance on a wide range of cognitive tasks and education outcomes, including mathematics achievement, and is associated with dorsolateral prefrontal and parietal cortices. Here we asked if family income is associated with variation in the functional brain organization of WM capacity among adolescents, and whether that variation is associated with performance on a statewide test of academic achievement in mathematics. Participants were classified into higher-income and lower-income groups based on family income, and performed a WM task with a parametric manipulation of WM load (N-back task) during functional magnetic resonance imaging (fMRI). Behaviorally, the higher-income group had greater WM capacity and higher mathematics achievement scores. Neurally, the higher-income group showed greater activation as a function of WM load in bilateral prefrontal, parietal, and other regions, although the lower-income group exhibited greater activation at the lowest load. Both groups exhibited positive correlations between parietal activations and mathematics achievement scores, but only the higher-income group exhibited a positive correlation between prefrontal activations and mathematics scores. Most of these findings were maintained when higher- and lower-income groups were matched on WM task performance or nonverbal IQ. Findings indicate that the functional neural architecture of WM varies with family income and is associated with education measures of mathematics achievement.

Examining Organizational Practices that Predict Persistence among High-Achieving Black Males in High School

Background/Context This article summarizes an increasing trend of antideficit Black male research in mathematics and highlights opportunities to add to the research. A review of the literature shows that antideficit researchers often examine relationships between individual traits and persistence of high-achieving Black males in mathematics. However, opportunities for additional antideficit research include examining relationships between organizational decisions and persistence of high-achieving Black males. Research Question Which organizational practices predict persistence among Black males in 11th grade who have demonstrated high mathematics potential in ninth grade. Population Data from the High School Longitudinal Study of 2009 (HSLS:09) were used in this study to identify a national sample of high-achieving Black males. Publicly-available data from the base year (2009–2010) and the first follow-up year (2011–2012) were used in this study to examine Black male persistence in high achievement categories from ninth to 11th grades. The sample was limited to public school Black males with mathematics achievement scores in the top two national quintiles. More than 31,000 students (weighted estimates) met the study's requirements and were included in this study. Research Design Using optimal resource theory (Anderson, 2015), logistic and multiple regression was used to examine the relationships between school-based practices in ninth grade and student outcomes in 11th grade. Findings/Results Of the Black males who demonstrated high potential in ninth grade and matriculated to pre-calculus in 11th grade, 61% earned mathematics scores in the top 20%, nationally. Contrarily, only 18% of the Black males who demonstrated high potential in ninth grade, but did not matriculate to pre-calculus in 11th grade earned mathematics scores in the top 20%, nationally. Additionally, of the extracurricular activities that were examined, findings show that partnerships with community colleges and universities, science and mathematics guest speakers, and science/math-related field trips were related to increased mathematics efficacy after two years. Teacher sorting practices and professional development activities that were examined in this study were not reliably predictive of student outcomes. Conclusions/Recommendations This study uses national data to demonstrate that some common organizational practices are more beneficial to high-achieving Black males than others. In particular, this study highlights the importance of developing course progress monitoring and support plans to increase the likelihood of persistence—future high achievement and beliefs about ability—for Black males who have demonstrated high potential in ninth grade. Opportunities for future research are also discussed.

Is Gender Imbalance in Brunei Tertiary Education Student Populations Caused by Inclusion of Mathematics in the Admission Criteria? Exploring the Personality Characteristics of High Mathematics Achievers

The study found some connections between personality and mathematics achievement. All the ten personality variables investigated in the present study correlated positively and significantly with mathematics achievement scores. However, only self-efficacy, resiliency, integrity and distortion were good predictors of achievement in mathematics. Female participants performed far much better on a mathematics test than their male counterparts. The personality characteristics of high mathematics achieving students differed significantly from those of low math scorers. Based on these findings, we recommend providing early individual and group counselling to vulnerable students at risk of failing mathematics. Educational interventions should also be provided in form of remedial teaching and motivational talks or workshops to sensitise students about the role of personality attributes in mathematics achievement. Further mixed-methods research is desired to gain additional insights into the problem and its solutions.