The Prediction Status of Secondary School Students’ Metacognitive Awareness, Self-regulatory Learning Strategies, Anxiety and Attitude Levels Towards Mathematics on Mathematics Achievement

The purpose of this research was to study the impact of collaborative learning strategies on social maturity and its various dimensions viz. personal adequacy, interpersonal adequacy, and social adequacy, of secondary school students. The study was quasiexperimental and used matched pairs pre-test post-test research design. A Higher Secondary School in Educational Zone Hiranagar of District Kathua was chosen for the intervention. The study was conducted on sixty-six students of two sections of class 9th. Two sections were randomly assigned to collaborative and traditional learning conditions. Four methods of collaborative learning viz. Think-Pair-Share, Numbered Heads Together, Jigsaw, and Fish-Bowl were used for a period of over five weeks. The results were analyzed using mean, standard deviation and a critical ratio (CR). The results of the study showed that this approach was successful in increasing personal adequacy, interpersonal adequacy, social adequacy and overall social maturity of secondary school students.

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Validation of the Mathematics Motivation Questionnaire (MMQ) for secondary school students

International Journal of STEM Education ◽

10.1186/s40594-021-00307-x ◽

2021 ◽

Vol 8 (1) ◽

Author(s):

Logan Fiorella ◽

So Yoon Yoon ◽

Kinnari Atit ◽

Jason R. Power ◽

Grace Panther ◽

...

Keyword(s):

Mathematics Achievement ◽

Secondary School ◽

Test Anxiety ◽

Secondary Students ◽

Self Efficacy ◽

Secondary School Students ◽

Intrinsic Value ◽

Self Regulation ◽

School Students ◽

Mathematics Motivation

Abstract Background Motivation is critical for supporting persistence and achievement in science, technology, engineering, and mathematics (STEM) disciplines. In this study, we focus on the assessment of mathematics motivation among secondary school students. We provide validity and reliability evidence for the Mathematics Motivation Questionnaire (MMQ)—adapted from the Science Motivation Questionnaire designed for college students—using data from 2551 secondary students from seven states across the United States. Results Exploratory and confirmatory factor analyses confirmed five latent factors of the MMQ indicated by 19 items: intrinsic value, self-regulation, self-efficacy, utility value, and test anxiety. The nonlinear SEM reliability coefficients of the five constructs ranged from 0.76 to 0.91. To assess criterion validity, analyses using a subset of the data that included students’ mathematics standardized scores (n = 536) indicated that intrinsic value, self-regulation, and self-efficacy were significantly positively correlated with mathematics achievement, whereas test anxiety was significantly negatively correlated with mathematics achievement. Conclusions The MMQ provides a reliable, valid, and feasible measure of the specific factors underlying mathematics motivation among secondary students.

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