scholarly journals Examining mathematics attitude in a TIMSS 2003 pilot research

2003 ◽  
pp. 63-75 ◽  
Author(s):  
Djordje Kadijevic
Keyword(s):  
Gender Differences ◽  
Mathematics Achievement ◽  
Applied Mathematics ◽  
Attitude Scale ◽  
Test Reliability ◽  
Mathematics Attitude ◽  
Timss 2003 ◽  
Student Questionnaire ◽  
And Mathematics ◽  
Psychometric Values

Apart from the data on test reliability, the psychometric features of the TIMSS variables are not officially available. It is therefore not clear whether the TIMSS findings capture real educational trends. Being concerned with mathematics attitude, the aim of this research was to determine the psychometric values of a mathematics attitude scale derived from a student questionnaire, and, if these are appropriate, to examine the relation of mathematics attitude to gender and mathematics achievement, and search for gender differences in the applied mathematics attitude indicators. By using a sample of 89 seventh-grade students involved in a TIMSS 2003 pilot research, it revealed the following findings: (a) the representativity reliability, homogeneity and validity of the applied attitude scale were acceptable, (b) attitude to mathematics was related to mathematics achievement, (c) gender differences in mathematics attitude were not found and (d) gender differences in the applied indicators were only present for the statement "I need to do well in mathematics to get into the faculty of my choice" where males expressed a higher agreement than females.

Ability Grouping, Mathematics Achievement, and Pupil Attitudes toward Mathematics

1980 ◽  
Vol 11 (1) ◽  
pp. 22-28
Author(s):  
Anne Brassell ◽  
Susan Petry ◽  
Douglas M. Brooks
Keyword(s):  
Mathematics Achievement ◽  
Self Concept ◽  
Mathematics Students ◽  
Mathematics Scores ◽  
Mathematics Attitude ◽  
Mathematics Ability ◽  
Attitude Inventory ◽  
Ability Groups ◽  
Scale Scores ◽  
And Mathematics

Relationships between mathematics attitude and mathematics ability were investigated using six scale scores from Sandman's Mathematics Attitude Inventory and four mathematics scores from the California Test of Basic Skills. The instruments were administered to 714 seventh-grade mathematics students in classes grouped by ability level. Results showed significant differences in mathematics attitude and mathematics ability among the class levels and the teacher-determined ability groups. The mathematics-attitude scales for self-concept and anxiety proved to be the best correlates of mathematics achievement. Attitude data suggest that pupils placed in average-ability groups have self-concept and anxiety difficulties equal to or greater than pupils in low-ability groups.

scholarly journals A study on relationship between achievement in mathematics and attitude towards mathematics of secondary school students’

2016 ◽  
Vol 4 (3) ◽  
pp. 402
Author(s):  
Monoranjan Bhowmik ◽  
Bharati Banerjee (Roy)
Keyword(s):  
High School Students ◽  
Mathematics Achievement ◽  
Secondary School ◽  
Attitude Scale ◽  
School Students ◽  
Significant Difference ◽  
Attitude Towards Mathematics ◽  
Spss Software ◽  
Achievement In Mathematics ◽  
And Mathematics

<div><p><em>The purpose of this study was to investigate high school students’ attitude towards mathematics and achievement in mathematics. For this purpose, the methodology employed in this study was a descriptive type. The participants of this study consisted of 394 secondary (class ten) students from six different high schools. The Mathematics Attitude Scale and Mathematics achievement questioner developed and standardized by the authors. The data was quantitatively analysed by using independent samples t-tests and Pearson’s correlation coefficient (0.05 significant level) using SPSS software. Findings showed that in gender difference there had significant difference on the students’ attitude towards mathematics, though there is not so significant difference in achievement in mathematics. Also there is a significant positive correlation between attitude towards mathematics and achievement in mathematics.</em><em></em></p></div>

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.

Mathematics Beliefs and Instructional Strategies in Achievement of Elementary-School Students in Japan: Results from the TIMSS 2003 Assessment

2007 ◽  
Vol 100 (2) ◽  
pp. 476-482 ◽  
Author(s):  
J. Daniel House
Keyword(s):  
Mathematics Achievement ◽  
Instructional Strategies ◽  
Test Scores ◽  
National Sample ◽  
Mathematics Assessment ◽  
School Students ◽  
Mathematics Beliefs ◽  
Timss 2003 ◽  
Complete Set ◽  
And Mathematics

Recent findings concerning mathematics assessment indicate that students in Japan consistently score above international averages. Researchers have examined specific mathematics beliefs and instructional strategies associated with mathematics achievement for students in Japan. This study examined relationships among self-beliefs, classroom instructional strategies, and mathematics achievement for a large national sample of students ( N = 4,207) from the TIMSS 2003 international sample of fourth graders in Japan. Several significant relationships between mathematics beliefs and test scores were found; a number of classroom teaching strategies were also significantly associated with test scores. However, multiple regression using the complete set of five mathematics beliefs and five instructional strategies explained only 25.1% of the variance in mathematics achievement test scores.

scholarly journals The Effectiveness of Peer Tutoring in the Teaching of Mathematics

2010 ◽  
Author(s):  
Siew Ling Gan ◽  
Kian Sam Hong
Keyword(s):  
Gender Differences ◽  
Mathematics Achievement ◽  
Peer Tutoring ◽  
Self Efficacy ◽  
Instructional Methods ◽  
Female Students ◽  
Learning Mathematics ◽  
Teaching Of Mathematics ◽  
And Mathematics ◽  
Mathematics Self Efficacy

Purpose – This study examined the effectiveness of peer tutoring in the teaching of Mathematics in a Malaysian government secondary school. This study also investigated the effects of peer tutoring on interest in learning mathematics, perceptions of instructional methods and mathematics self-efficacy, as well as gender differences for the various variables.   Method – This study utilised the pretest-posttest with control group quasi-experimental research design. Two form four classes were randomly assigned to be taught using peer tutoring, and taught using lectures and exercises. The research instruments used in the study were a pretest, a posttest, and a questionnaire.   Findings – Results showed that students who received peer tutoring had higher gain scores in the mathematics achievement tests compared to those receiving traditional instruction. In addition, female students performed better in the mathematics achievement tests. However, there was no interaction effect between gender and instructional methods used. Students in the peer tutoring groups showed higher interest in learning mathematics and mathematics self-efficacy. They also showed positive perceptions toward peer tutoring. In the peer tutoring group, female students showed higher interest in mathematics than male students. However, gender differences were not evident for mathematics self-efficacy and perceptions toward peer tutoring. Thus, it could be concluded that peer tutoring is a potentially effective instructional method that could be practised in secondary mathematics teaching and learning in Malaysian schools in tandem with other existing instructional methods.   Value – Peer tutoring has not been widely studied in the context of the Malaysian classroom. This paper provides empirical findings supporting the effectiveness of peer tutoring as an instructional approach in enhancing students’ learning of mathematics irrespective of gender. In addition, peer tutoring can also augment students’ interest toward learning mathematics and their mathematics selfefficacy.

scholarly journals TIMSS 2003: Relating dimensions of mathematics attitude to mathematics achievement

2008 ◽  
Vol 40 (2) ◽  
pp. 327-346 ◽  
Author(s):  
Djordje Kadijevic
Keyword(s):  
Mathematics Achievement ◽  
Three Dimensions ◽  
Eighth Grade ◽  
Mathematics Attitude ◽  
Research And Practice ◽  
Self Confidence ◽  
Learning Mathematics ◽  
Timss 2003 ◽  
The Individual ◽  
Almost All

This study, which used a sample of 137,346 students from thirty three countries that participated in the TIMSS 2003 project in the eighth grade, examined the features of the individual and collective relations of three dimensions of mathematics attitude to mathematics achievement (MA), searching for the dimension mostly related to that achievement. The three dimensions of mathematics attitude were self-confidence in learning mathematics (SCLM), liking mathematics (LM) and usefulness of mathematics (UM). By utilizing psychometrically valid and reliable measures of the three dimensions, it was found that: (1) each dimension of mathematics attitude alone was positively related to MA for almost all thirty three countries; (2) SCLM was primarily related to MA for thirty one countries; (3) when the two other dimensions were held constant, SCLM was positively related to MA for thirty three countries, LM was negatively related to MA for thirty countries, whereas UM was not related to MA for twenty one countries; (4) positive collective relationships of SCLM, LM and UM to MA considerably varied from country to country. Implications for research and practice are included.

Self-Efficacy in Mathematics, Attitudes, and Achievement of Boys and Girls from Restricted Samples in Two Countries

1994 ◽  
Vol 79 (2) ◽  
pp. 1011-1018 ◽  
Author(s):  
Bikkar S. Randhawa
Keyword(s):  
Mathematics Achievement ◽  
Self Efficacy ◽  
Achievement Test ◽  
Mathematics Attitudes ◽  
Mathematics Attitude ◽  
Attitude Inventory ◽  
Attitude Measures ◽  
And Mathematics ◽  
Mathematics Achievement Test ◽  
Mathematics Self Efficacy

A Saskatchewan sample of 191 (99 boys and 92 girls) and a Western Australian sample of 134 (49 boys and 85 girls) Grade 12 students were administered the Mathematics Achievement Test, Mathematics Self-efficacy Scale, and Mathematics Attitude Inventory. Total scores on two derived parallel forms of the Mathematics Achievement Test, three subscales of the Mathematics Self-efficacy Scale (daily, problems, and courses), and two derived attitude measures of the Mathematics Attitude Inventory, analyzed in a 2 × 2 multivariate analysis of variance design with gender and locale as the fixed factors, as expected, showed effects for gender, locale, and their interaction were significant. These results are related to the previous reports on these variables; instructional and theoretical implications are discussed.

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