scholarly journals Examining the Role of Spatial Skills and Mathematics Motivation on Middle School Mathematics Achievement

2020 ◽  
Author(s):  
Kinnari Atit ◽  
Jason R. Power ◽  
Norma Veurink ◽  
David Uttal ◽  
Sheryl Sorby ◽  
...  
Keyword(s):  
Middle School ◽  
Mathematics Achievement ◽  
Hierarchical Linear Modeling ◽  
Spatial Skills ◽  
Linear Modeling ◽  
School Students ◽  
Science Technology ◽  
Mathematics Motivation ◽  
And Mathematics

Background: Spatial skills and mathematical ability have been repeatedly identified as criticalfor achievement in Science, Technology, Engineering, and Mathematics (STEM). Previous studies have identified correlations between spatial skills and mathematical achievement; however, questions remain regarding improvements in non-spatial areas associated with STEM achievement. The current study examined whether competency in spatial skills could be related to individuals’ motivation for mathematics. Measures of spatial skills and mathematics motivation were completed by 1,056 seventh grade students.Results: Using hierarchical linear modeling, spatial skills and math motivation were examined relative to students’ performance on a state standardized mathematics subtest. Results indicate that spatial skills and motivation interact to significantly predict students’ mathematics performance.Conclusions: These results suggest that spatial skills in combination with motivation play a significant role in middle school students’ mathematics achievement.

scholarly journals Examining the role of spatial skills and mathematics motivation on middle school mathematics achievement

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Kinnari Atit ◽  
Jason R. Power ◽  
Norma Veurink ◽  
David H. Uttal ◽  
Sheryl Sorby ◽  
...  
Keyword(s):  
Middle School ◽  
Mathematics Achievement ◽  
Middle School Mathematics ◽  
School Mathematics ◽  
Spatial Skills ◽  
Mathematics Motivation ◽  
And Mathematics

scholarly journals Investigation of Middle School Students’ Attitudes towards Science, Technology, Engineering and Mathematics (STEM) Education and Determination of the Predictors

2021 ◽  
Vol 4 (2) ◽  
pp. 101
Author(s):  
Cennet GÖLOĞLU DEMİR ◽  
Nagihan TANIK ÖNAL ◽  
Nezih ÖNAL
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Stem Education ◽  
Science Achievement ◽  
Career Planning ◽  
School Students ◽  
Science Technology ◽  
Attitudes Towards Science ◽  
Students Attitudes ◽  
And Mathematics

The purpose of the current study is to investigate middle school students’ attitudes towards Science, Technology, Engineering and Mathematics (STEM) education and to determine the predictors of these attitudes. The study was designed according to the relational survey model, one of the quantitative research designs. The sample of the study is comprised of 408 middle school sixth, seventh and eighth grade students. The data of the current study were collected by using a STEM-oriented attitude scale. In order to analyse the collected data, independent samples t-test, one-way variance analysis and stepwise multiple regression analysis were used. As a result of these analyses, it was determined that the students’ attitudes towards STEM vary significantly depending on the students’ gender, grade level, participation in in-school and out-of-school social activities, science and mathematics achievement. The most effective three predictors of STEM were found to be science achievement, being a 6th grader and being female. The state of being female was found to be negatively correlated with the prediction of the attitudes towards STEM. As a conclusion of the study, suggestions were made to eliminate gender-based differences in the attitudes towards STEM, to increase STEM activities in upper grades and for career planning.

scholarly journals Hierarchical Linear Modeling of the relationship between Attitudinal and Instructional Variables and Mathematics Achievement

2016 ◽  
Vol 7 (5) ◽  
pp. 1328-1336 ◽  
Author(s):  
Paul Kwame Butakor
Keyword(s):  
Mathematics Achievement ◽  
Hierarchical Linear Modeling ◽  
Educational Aspirations ◽  
Linear Modeling ◽  
Self Confidence ◽  
Frequent Use ◽  
Fundamental Goal ◽  
Exploratory Factor Analyses ◽  
And Mathematics ◽  
The Relationship

Students’ achievement in mathematics is often considered necessary for the success of the future of a country. Therefore, the training and preparation of students to do well in mathematics has become fundamental goal of educat ion for most countries and more specifically in Ghana. Applying Hierarchical Linear Modeling on the Trends in International Mathematics and Science Study (TIMSS) 2007 data, the relationship between attitudinal and instructional variables and mathematics achievement among Ghana’s grade eight students was examined. Prior to the analyses, exploratory factor analyses were conducted for clusters of similar items to reduce the number of predictor variables. The results indicate that student’s gender, educational aspirations, self-confidence in mathematics, value for mathematics, and frequent use of some instructional variables were significant positive predictors at Level 1. Whiles amount of homework, years of teaching, major area of study were significant positive predictors, teaching license or certificate was a significant negative predictor at Level 2.

scholarly journals AN INVESTIGATION OF VARIOUS VARIABLES’ EFFECTS ON MIDDLE SCHOOL STUDENTS’ SKILLS OF RECOGNIZING FIGURE PATTERNS

2013 ◽  
Vol 55 (1) ◽  
pp. 45-56
Author(s):  
Abdullah Cagri Biber ◽  
Abdulkadir Tuna ◽  
Lutfi Incikabi ◽  
Engin Yigit
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Mathematics Achievement ◽  
Strong Relationship ◽  
Female Students ◽  
Survey Method ◽  
School Students ◽  
Grade Levels ◽  
Test Female ◽  
And Mathematics

The purpose of this study was to investigate the middle school students’ skill of determining figure patterns in terms of the variables of gender, grade, and mathematics achievement. Being descriptive in nature, this study conducted through relational survey method. The participants of the study were total of 137 (fifth, sixth and seventh grade) students from a middle school placed in a province of northern Turkey. Among the results of the study were that the students’ skills of detecting figure pattern did not considerably affected by their grade levels. However, in the figure pattern test female students were more successful than the males. Moreover, a positively-directed strong relationship was detected among the points which students get from mathematic lesson and their achievement in the figure pattern test. Based on the observations done, the middle school students’ mistakes in the test were mostly due to their lack of attention to the questions; they mostly focused on the drawing of the figure patterns and did not think the relation between the number of figures and steps. Key words: figure patterns, mathematics education, middle school students.

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