The roles of affective, socioeconomic status and school factors on mathematics achievement: a structural equation modeling study

Download
2010
Mert Kalender, Özge
The purpose of the present study was to investigate the effects of socioeconomic status, school factors (classroom climate, classroom activities) and affective variables (motivation, self-efficacy, mathematics anxiety, beliefs about the nature of mathematics and teaching of mathematics, students’ perceptions of their teachers and parents’ attitudes toward them) on mathematics achievement with 9th grade students in Ankara. For this purpose, structural equation modeling techniques were used. In the study, there were two research problems: “What was the general model explaining the effects of socioeconomic status, affective and school factors on students’ mathematics achievement?” and “how the proposed model explained mathematics achievement in three school types (Anatolian, general and vocational high schools)?” Some of the results of the analyses conducted in the study are the followings: In the main study, socioeconomic status had strong effect on mathematics achievement. In addition, while student-centered activities generally affected students’ mathematics achievement in a positive way but indirectly, teacher-centered activities had negative effects on affective variables. But for Anatolian and vocational high schools, this negative effect turned positive on mathematics achievement. In the main study, classroom climate had positive direct effects on self-efficacy and motivation toward mathematics as well as on mathematics achievement. Generally, affective variables had positive effects on mathematics achievement. But mathematics anxiety had no significant effect on it except general high school. The results of present study indicated that students’ perceptions of their parents and teachers’ attitudes and expectations toward them had positive indirect effects on mathematics achievement.

Suggestions

Effect of case based learning on 10th grade students’ understanding of gas concepts, their attitude and motivation
Yalçınkaya, Eylem; Boz, Yezdan; Department of Secondary Science and Mathematics Education (2010)
The main purpose of the present study was to investigate the effect of case-based instruction based on conceptual change conditions to overcome 10th grade students’ misconceptions related to gas concepts. Moreover, the effect of this method on students’ attitudes toward chemistry and their perceived motivation was explored. The study was carried out during the 2008-2009 academic year at both a state high school and an Anatolian high school. A total of 128 tenth grade students were the participants of the st...
A modeling study : the interrelationships among elementary students’ epistemological beliefs, learning enviroment perceptions, learning approaches and science achievement
Uysal, Emel; Eryılmaz, Ali; Department of Secondary Science and Mathematics Education (2010)
This study is aimed to explore the relationships among elementary students’ epistemological beliefs of science, perceptions of learning environments, learning approaches and science achievement. For this purpose, a model of the associations among these variables was proposed and tested by structural equation modeling. In this model, it was hypothesized that a) students’ perceptions of their learning environments would directly influence their epistemological beliefs of science and learning approaches, b) st...
Impact of 5e learning cycle on sixth grade students' mathematics achievement on and attitudes toward mathematics
Pulat, Selma; Bulut, Safure; Department of Educational Sciences (2009)
The purpose of the study was to investigate the impact of 5E learning cycle on sixth grade students’ mathematics achievement on and attitudes toward mathematics. The study was carried out in a public school in one of the towns of the Central Anatolia Region with 28 sixth-grade elementary school students. One group pretest-posttest design was used. Mathematics Achievement Test and Mathematics Attitude Scale were administered to collect the necessary data. The instruction will be applied by the researcher fiv...
The Relationship Among Mathematics Teaching Efficacy, Math Anxiety, and Mathematical Self-Concept: The Case of Turkish Pre-Service Elementary Teachers
Işıksal Bostan, Mine (Philippines Journals Online (PhilJOL), 2010-11-01)
The purpose of this study was to investigate the relationship among pre-service teachers' mathematics teaching efficacy belief, math anxiety, and mathematical self-concept scores. The analysis was based on 276 elementary pre-service teachers enrolled in teacher education programs in Turkey. The Mathematics Teaching Efficacy Belief Instrument, the Abbreviated Mathematics Anxiety Scale, and the Experience with Mathematics Questionnaire were used as the measuring instruments. Structural equation modeling was u...
A study of teacher educators' perspectives regarding changes in 1982, 1998 and 2006 in teacher education in Turkey
Kurt, Gamze; Haser, Çiğdem; Department of Educational Sciences (2009)
Investigating the teacher education phenomenon of mathematics teacher education through the perspectives of teacher educators was aimed in this study. It was designed to understand the problems and the needs of teacher education in Turkey, to conceive the imperatives of the reforms mathematics teacher education reforms, namely 1982 reform, 1998 reform, and 2006 reform, and to determine whether these reforms satisfy the existing needs in Turkey. Based on the principles of qualitative research methods, docume...
Citation Formats
Ö. Mert Kalender, “The roles of affective, socioeconomic status and school factors on mathematics achievement: a structural equation modeling study,” Ph.D. - Doctoral Program, Middle East Technical University, 2010.