The relationship among mathematics achievement, affective variables and home background

Correlation coefficients are commonly found with crisp data. In this paper, we use Pearson’s correlation coefficient and propose a method for evaluating correlation coefficients for fuzzy interval data. Our empirical studies involve the relationship between mathematics achievement and other projects.

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Deberes escolares y rendimiento académico en Educación Primaria

Anales de Psicología ◽

10.6018/analesps.31.2.171131 ◽

2015 ◽

Vol 31 (2) ◽

pp. 562 ◽

Cited By ~ 15

Author(s):

Antonio Valle ◽

Irene Pan ◽

José C. Núñez ◽

Pedro Rosário ◽

Susana Rodríguez ◽

...

Keyword(s):

Academic Achievement ◽

Academic Performance ◽

Mathematics Achievement ◽

Foreign Language ◽

Primary Education ◽

Predictive Variables ◽

Time Optimization ◽

And Gender ◽

Educación Primaria ◽

The Relationship

This paper analyzes the relationship between homework behavior and academic achievement using a sample of students from the last three years of primary education. The variables associated with student involvement in homework were the amount of homework completed, the time spent on homework, and homework time optimization, while academic achievement was estimated based on the grades in mathematics and foreign language (english). The possible effect of the course and gender when calculating the level of predictive variables concerning the homework on academic achievement was analyzed. The results indicated that the amount of homework done and the optimization of the time dedicated at homework significantly and positively predicted academic performance in both subjects. However, the amount of time spent on homework was not relevant. Finally, while gender was not statistically significant in predicting academic achievement, the course itself was statistically significant: as the course advances the mathematics achievement tends to diminish.

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Relations Between Videogame Play and 8th-Graders’ Mathematics Achievement

International Journal of Gaming and Computer-Mediated Simulations ◽

10.4018/jgcms.2011100103 ◽

2011 ◽

Vol 3 (4) ◽

pp. 33-53

Author(s):

Scott Tobias ◽

Duane Rudy ◽

Jean Ispa

Keyword(s):

Mathematics Achievement ◽

Video Game ◽

Cognitive Complexity ◽

Preliminary Evidence ◽

Math Performance ◽

Math Scores ◽

Main Effect ◽

8Th Graders ◽

The Relationship ◽

Spatial Content

This study explores whether any relationships exist between math performance scores on the Missouri Assessment Plan (MAP), its subscales and time spent playing the child’s favorite videogame given the game’s spatial content and cognitive complexity. Relationships between gender and math scores were also examined. Findings indicate no main effect of time spent playing, spatial content, or level of complexity of games on math performance. However, several math scores interacted with time spent playing one’s favorite video game, such that higher levels of math performance occurred when participants played games high in spatial content at low amounts of time. A similar interaction occurred when examining complexity of the game and time spent playing. The study provides preliminary evidence that it may be important to consider the spatial or complexity content of videogames in addition to time spent playing when addressing the relationship between videogame play and adolescent math performance.

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