scholarly journals Meta-analysis of the relationship between mathematics anxiety and mathematics achievement

2016 ◽  
Vol 6 (3) ◽  
pp. 371-392 ◽  
Author(s):  
Süleyman Nihat Şad ◽  
Ali Kış ◽  
Mustafa Demir ◽  
Niyazi Özer
Keyword(s):  
Middle School ◽  
Mathematics Achievement ◽  
Effect Size ◽  
Mathematics Anxiety ◽  
Meta Analysis ◽  
Moderate Level ◽  
Combined Effect ◽  
School Level ◽  
And Mathematics ◽  
Middle School Level

This meta-analysis study aims to synthesize the results of individual studies on respectively small samples investigating the correlations between Mathematics anxiety and Mathematics achievement. Meta-analysis included a total of 11 studies which investigated the association between Mathematics anxiety and Mathematics achievement on Turkish students which were published between 2005 and 2014. These studies were conducted totally on 8327 students from different educational stages. The results of the analysis for all eleven studies involved suggested negative and statistically significant correlations between mathematics anxiety and mathematics achievement. The combined effect size was calculated for all studies according to both Fixed (r=-.39) and Random (r=-.44) Effect Models. Moderator analysis based on the school level revealed that the combined effect size for the studies conducted at middle school level was significant, negative and at moderate level. In addition, the effect size for the studies conducted at high school level was significant, negative and at moderate level. Moreover, the comparison between the combined effect sizes with regard to different school levels revealed a statistically significant difference in favor of middle school level.

scholarly journals AN INTEGRATION: NARROW READING TO WEST’S GENERAL SERVICE LIST FOR VOCABULARY ACQUISITION FOR MIDDLE SCHOOL LEVEL

2018 ◽  
Vol 7 (1) ◽  
pp. 12-23
Author(s):  
Ainun Fikria
Keyword(s):  
Middle School ◽  
Effect Size ◽  
Vocabulary Acquisition ◽  
Reading Program ◽  
School Level ◽  
Control Group ◽  
Word Knowledge ◽  
School Students ◽  
Experimental Group ◽  
Middle School Level

Attempting to consider an SLA issues on vocabulary acquisition in middle school level, this article aimed to investigate the difference in score on vocabulary test of experimental and control group; and to find the effect size of the narrow reading integrated to West’s GSL intervention on students’ English language acquisition. Forty-five middle school students in two classes were assigned in two groups, with 22 students in the experimental group and 23 students in the control group. In addition to a traditional curriculum for both groups, a five-meeting narrow reading on narrative text, fable, which was integrated to West’s GSL was conducted for the experimental group by encouraging students to read using L1 gloss which was derived from GSL, consulting different meaning in some multi-definition content words and discussing on vocabulary exercise. In contrast, the control group did not engage in any narrow reading program but a general English course. A pretest and posttest of both groups were employed to collect data. The findings of the study showed that the intervention has a large effect size on student’s SLA. The experimental group exhibited significantly better reading comprehension, acquired new vocabulary and word knowledge than the control group. Therefore, applying narrow reading integrated to West’s GSL into EFL class helps improve students’ word knowledge in terms of recognizing word meaning, identifying part of speech and producing a sentence.

Investigating the impact of teacher practices and noncognitive factors on mathematics achievement

2019 ◽  
Vol 108 (1) ◽  
pp. 22-45
Author(s):  
Tristan Hann
Keyword(s):  
Mathematics Achievement ◽  
Mathematics Anxiety ◽  
Project Based Learning ◽  
School Level ◽  
Self Concept ◽  
Modeling Framework ◽  
International Student Assessment ◽  
And Mathematics ◽  
Noncognitive Factors ◽  
The Impact

It is with increasing importance that mathematics education research considers the role of noncognitive motivation variables alongside elements of the classroom context in investigations of student mathematics performance. This study uses a hierarchical linear modeling framework to predict mathematics achievement from three classroom variables, project-based learning, group collaboration, and student-driven curriculum, and two noncognitive factors, mathematics anxiety and mathematics self-concept, utilizing data from the 2012 Programme for International Student Assessment (PISA) United States sample. Findings suggest that mathematics classroom contexts that are student-driven and integrate project-based learning positively impact mathematics achievement, and that both mathematics anxiety and mathematics self-concept contribute significantly towards explaining variation in mathematics achievement after accounting for gender, race, socioeconomic status, truancy, and school-level poverty.

scholarly journals Rural–Urban Differences in the Factors Affecting Depressive Symptoms among Older Adults of Two Regions in Myanmar

2021 ◽  
Vol 18 (6) ◽  
pp. 2818
Author(s):  
Yuri Sasaki ◽  
Yugo Shobugawa ◽  
Ikuma Nozaki ◽  
Daisuke Takagi ◽  
Yuiko Nagamine ◽  
...  
Keyword(s):  
Older Adults ◽  
Middle School ◽  
Depressive Symptoms ◽  
Rural Areas ◽  
Urban Areas ◽  
Depression Scale ◽  
Wealth Index ◽  
School Level ◽  
Cross Sectional ◽  
Middle School Level

The aim of the study was to investigate rural–urban differences in depressive symptoms in terms of the risk factors among older adults of two regions in Myanmar to provide appropriate intervention for depression depending on local characteristics. This cross-sectional study, conducted between September and December, 2018, used a multistage sampling method to recruit participants from the two regions, for face-to-face interviews. Depressive symptoms were assessed using the 15-item version of the Geriatric Depression Scale (GDS). Depressive symptoms were positively associated with living in rural areas (B = 0.42; 95% confidence interval (CI): 0.12,0.72), female (B = 0.55; 95% CI: 0.31,0.79), illness during the preceding year (B = 0.68; 95% CI: 0.45,0.91) and non-Buddhist religion (B = 0.57; 95% CI: 0.001,1.15) and protectively associated with education to middle school level or higher (B = −0.61; 95% CI: −0.94, −0.28) and the frequency of visits to religious facilities (B = −0.20; 95% CI: −0.30, −0.10). In women in urban areas, depressive symptoms were positively associated with illness during the preceding year (B = 0.78; 95% CI: 0.36, 1.20) and protectively associated with education to middle school level or higher (B = −0.67; 95% CI: −1.23, −0.11), middle or high wealth index (B = −0.92; 95% CI: −1.59, −0.25) and the frequency of visits to religious facilities (B = −0.20; 95% CI: −0.38, −0.03). In men in rural areas, illness during the preceding year was positively associated with depressive symptoms (B = 0.87; 95% CI: 0.33, 1.42). In women in rural areas, depressive symptoms were positively associated with illness during the preceding year (B = 0.83; 95% CI: 0.36, 1.30) and protectively associated with primary education (B = −0.62; 95% CI: −1.12, −0.12) and the frequency of visits to religious facilities (B = −0.44; 95% CI: −0.68, −0.21). Religion and wealth could have different levels of association with depression between older adults in the urban and rural areas and men and women. Interventions for depression in older adults should consider regional and gender differences in the roles of religion and wealth in Myanmar.

Mathematics anxiety and mathematics achievement

2003 ◽  
Vol 15 (2) ◽  
pp. 138-150 ◽  
Author(s):  
Brian F. Sherman ◽  
David P. Wither
Keyword(s):  
Mathematics Achievement ◽  
Mathematics Anxiety ◽  
And Mathematics

Assessment Literacy Within Middle School-Level Math Professional Learning Communities

2018 ◽  
pp. 119-139
Author(s):  
Jennifer Wheat
Keyword(s):  
Middle School ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
School Level ◽  
Assessment Literacy ◽  
Multiple Indicators ◽  
Math Growth ◽  
Different Levels ◽  
Middle School Level

Professional learning communities (PLCs) have been implemented in school districts as a means to promote effective instructional policy initiatives and best practices. The purpose of this chapter is to identify assessment literacy commonalities within middle school-level math PLCs and to compare those commonalities across PLCs with different levels of student math growth. Multiple indicators of assessment literacy were used to supply rich descriptions of assessment literacy within each PLC using a procedure recommended by Bernhardt for effective data-driven decision making. Based upon the findings the researcher concluded that commonalities existed among PLCs with different levels of student math growth.

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