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

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.

Modal verbs in English essays written by Czech secondary-school students

2020 ◽  
Author(s):  
Věra Sládková
Keyword(s):  
Secondary School ◽  
Frequency Analysis ◽  
Secondary School Students ◽  
Past Tense ◽  
English School ◽  
School Students ◽  
High Stakes ◽  
Modal Verbs ◽  
Learner Corpus ◽  
Very High

This paper presents the findings of a frequency analysis of modal verbs and their complementation in 390 English school-leaving essays written by Czech secondary-school students in a high-stakes B1 level exam. These constitute a learner corpus, CZEMATELC 2017. The study reveals a very high proportion of correct complementation patterns, but predominantly with lexical verbs at A1 and A2 CEFR levels. The most frequent errors are the complementation of modal verbs by past-tense forms of lexical verbs and the absence of complementation.

Mathematics Achievement and Attitudes of Senior Secondary-School Students in Transkei, South Africa

1997 ◽  
Vol 80 (3) ◽  
pp. 915-919 ◽  
Author(s):  
Mathlas M. Kulubya ◽  
Michael J. Glencross
Keyword(s):  
South Africa ◽  
Mathematics Achievement ◽  
Secondary School ◽  
Secondary School Students ◽  
Attitudes Toward Mathematics ◽  
Achievement Test ◽  
Attitude Questionnaire ◽  
School Students ◽  
Senior Secondary Schools ◽  
Senior Secondary

In a study of mathematics achievement and attitudes toward mathematics, a sample of 266 Standard 10 (Grade 12) students (98 boys and 168 girls) from 10 senior secondary schools in the Umtata district of Transkei, South Africa, were administered a mathematics achievement test and an attitude questionnaire. Contrary to other studies analysis showed no significant relationship between students' scores on measures of mathematics achievement and attitudes.

scholarly journals Assessing the Correlation Between Academic Self-Concept and Mathematics Achievement in Secondary Schools in Nairobi County, Kenya

2019 ◽  
Vol 8 (3) ◽  
pp. 102
Author(s):  
Priscilla Gachigi Njoki ◽  
Dakota King-White ◽  
Theresia Kinai ◽  
Edward Kigen
Keyword(s):  
Mathematics Achievement ◽  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Simple Random Sampling ◽  
Self Concept ◽  
Average Score ◽  
School Students ◽  
The Past ◽  
And Mathematics

Students in Kenya have been performing poorly in mathematics in both primary and secondary schools, with the majority of the students scoring below average. The purpose of this study was to explore the extent to which academic self-concept correlates with mathematics achievement of secondary school students in Nairobi County. The study targeted 9,641 Form 3 students in public secondary schools that had registered students for Kenya Certificate of Secondary Education examinations for the past three years. A sample of 500 respondents was drawn using stratified and simple random sampling. A questionnaire that included items from the Academic Self-Concept Questionnaire was used to measure academic self-concept. The average score in mathematics for three consecutive terms was used as the mathematics achievement for each participant. The results from the study showed that academic self-concept positively and significantly predicted mathematics achievement. Based on findings, this article includes recommendations on effective ways that teachers, parents, and other stakeholders can help increase students’ academic self-concept and boost students’ mathematics achievement.

scholarly journals Relationship between Academic Emotions, Self-efficacy and mathematics achievement of secondary school students in Central Division, Machakos County, Kenya

2018 ◽  
Vol 1 (2) ◽  
pp. 29-57
Author(s):  
Elizabeth N. Mutisya ◽  
Theresia K Kinai ◽  
Jotham N. Dinga ◽  
Samuel M. Mutweleli
Keyword(s):  
Gender Differences ◽  
Mathematics Achievement ◽  
Secondary School ◽  
Self Efficacy ◽  
Secondary School Students ◽  
Self Report ◽  
School Students ◽  
Academic Emotions ◽  
Central Division ◽  
And Mathematics

The purpose of this study was to determine the relationship between academic emotions and self- efficacy in predicting mathematics achievement of secondary school students. A random sample of 300 form three students (150 males, 150 females) was selected from public secondary schools in Central Division, Machakos County, Kenya. Correlation research design was adopted and data collected using a self report questionnaire. Analysis of examination records was done to obtain data on mathematics achievement. Relationships were determined using Pearson product-moment correlation method while t-test for independent samples was used to determine gender differences between students’ academic emotions, self-efficacy and mathematics achievement. Results revealed a significant relationship between students academic emotions, self-efficacy and mathematics achievement. Significant gender differences were found in students’ academic emotions and self-efficacy. The findings are useful in helping students to develop control over the process of learning mathematics and attach high value to the subject, which lead to development of positive emotions which have a positive correlation to academic achievement.

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