This study examined factors that predict 8th graders' performance on standardized mathematics tests using data from the 1988 National Educational Longitudinal Study. Multiple regression analysis found that socioeconomic status was the strongest predictor of math performance. Additional significant predictors included students' perceptions of mathematics, school climate, availability of remedial math courses, student-teacher relationships, gender, and time spent on homework. When analyzing specific ethnic groups, the study found that self-confidence best predicted African American students' scores, while post-secondary education plans were most predictive for Caucasian students.
This study used latent class analysis to examine survey responses from a nationally representative sample of 7th graders in the US about their science attitudes, perceptions of teacher support, and later STEM career attainment. The analysis identified four latent classes: 1) students who found science useful and felt teacher encouragement, 2) students who found science useful but did not feel teacher encouragement, 3) students who did not find science useful but felt some teacher encouragement, and 4) students who did not find science useful and did not feel teacher encouragement. Students in the first two classes were twice as likely to enter STEM careers compared to the last two classes, indicating the importance of both positive science attitudes and perceived teacher support.
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This article discusses disparities in mathematics achievement and instruction for African American students. It finds that African American students often receive lower quality mathematics instruction that is less aligned with recommendations from the National Council of Teachers of Mathematics compared to white students. Some key disparities highlighted include African American students being less likely to experience instruction focused on reasoning and non-routine problem solving, more likely to use computers for drill/practice rather than simulations/applications, and more likely to have teachers who do not allow calculator use. The article concludes that addressing these inequities in instruction is necessary to improve mathematics achievement for African American students.
Johnson, clarence the national dilemma of african american studentsWilliam Kritsonis
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This article discusses disparities in mathematics achievement and instruction for African American students. It finds that African American students often receive lower quality mathematics instruction that is less aligned with reform recommendations than white students. This includes less emphasis on reasoning and problem-solving, more use of worksheets, and less access to technology for simulations or applications. The article also finds that African American students lack access to qualified teachers and resources at the same rates as white students. These disparities persist despite efforts at desegregation and reform and contribute to ongoing gaps in mathematics achievement between African American and white students.
Michelle Annette Cloud, PhD Dissertation Defense, Dr. William Allan Kritsonis...William Kritsonis
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Dr. William Allan Kritsonis, PhD Dissertation Chair for Dr. Michelle Annette Cloud, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
Effects of jigsaw cooperative learning strategy on studentsโ achievement by g...Alexander Decker
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This document discusses a study that examined the effects of using the Jigsaw cooperative learning strategy on gender differences in mathematics achievement among secondary school students in Kenya. Specifically, the study aimed to determine if gender affects achievement when Jigsaw is used to teach the mathematics topics of Surds and logarithms.
The study used a Solomon four-group, non-equivalent control group design and involved 160 students from four secondary schools. All students were administered a pre-test and post-test on the topics, with the experimental groups receiving instruction through Jigsaw and the control groups receiving conventional teaching methods. The results of the study showed that there was no statistically significant gender difference in mathematics achievement when students were taught using the Jigs
Guided discovery learning strategy and senior school students performance in ...Alexander Decker
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This document summarizes a study that investigated the effects of guided discovery learning strategy on mathematics performance of senior secondary students in Nigeria. The study found:
1) Students taught using guided discovery learning performed significantly better on a mathematics test than students taught using non-guided methods.
2) Male and female students performed equally well when taught using guided discovery, showing gender had no impact on performance.
3) Higher scoring students benefited most from guided discovery, followed by medium scorers, while lower scorers benefited the least.
The study concluded that guided discovery learning is an effective strategy for improving mathematics performance, though benefits students of different scoring levels unevenly.
Academic And Social Interaction For Hearing Impaired High School StudentsScott Faria
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This study examined differences between mainstreamed and self-contained mathematics classrooms for hearing impaired high school students across several dimensions that could impact student achievement and social adjustment. The study found that: 1) There was no social interaction between hearing and hearing impaired students in mainstreamed classrooms; 2) Mainstreamed teachers had more training in mathematics but both types of teachers varied significantly in their verbal teaching behaviors; and 3) Mainstreamed classes covered more and more difficult mathematical content than self-contained classes, but hearing impaired students in both settings asked more questions than hearing students.
Foundations of Mathematics Achievement Sarah Vester
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This is an article written by Martha Cecilia Bottia, Stephanie Moller, Roslyn Arlin Mickelson, and Elizabeth Stearns about the fundamentals of kindergaten math.
Martha Cecilia Bottia, Stephanie Moller, Roslyn Arlin Mickelson, and Elizabeth Stearns
The Elementary School Journal, Vol. 115, No. 1 (September 2014), pp. 124-150
Published by: The University of Chicago Press
Article DOI: 10.1086/676950
Article Stable URL: http://www.jstor.org/stable/10.1086/676950
This study used latent class analysis to examine survey responses from a nationally representative sample of 7th graders in the US about their science attitudes, perceptions of teacher support, and later STEM career attainment. The analysis identified four latent classes: 1) students who found science useful and felt teacher encouragement, 2) students who found science useful but did not feel teacher encouragement, 3) students who did not find science useful but felt some teacher encouragement, and 4) students who did not find science useful and did not feel teacher encouragement. Students in the first two classes were twice as likely to enter STEM careers compared to the last two classes, indicating the importance of both positive science attitudes and perceived teacher support.
Copy of johnson, clarence the national dilemma of african american studentsWilliam Kritsonis
ย
This article discusses disparities in mathematics achievement and instruction for African American students. It finds that African American students often receive lower quality mathematics instruction that is less aligned with recommendations from the National Council of Teachers of Mathematics compared to white students. Some key disparities highlighted include African American students being less likely to experience instruction focused on reasoning and non-routine problem solving, more likely to use computers for drill/practice rather than simulations/applications, and more likely to have teachers who do not allow calculator use. The article concludes that addressing these inequities in instruction is necessary to improve mathematics achievement for African American students.
Johnson, clarence the national dilemma of african american studentsWilliam Kritsonis
ย
This article discusses disparities in mathematics achievement and instruction for African American students. It finds that African American students often receive lower quality mathematics instruction that is less aligned with reform recommendations than white students. This includes less emphasis on reasoning and problem-solving, more use of worksheets, and less access to technology for simulations or applications. The article also finds that African American students lack access to qualified teachers and resources at the same rates as white students. These disparities persist despite efforts at desegregation and reform and contribute to ongoing gaps in mathematics achievement between African American and white students.
Michelle Annette Cloud, PhD Dissertation Defense, Dr. William Allan Kritsonis...William Kritsonis
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Dr. William Allan Kritsonis, PhD Dissertation Chair for Dr. Michelle Annette Cloud, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
Effects of jigsaw cooperative learning strategy on studentsโ achievement by g...Alexander Decker
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This document discusses a study that examined the effects of using the Jigsaw cooperative learning strategy on gender differences in mathematics achievement among secondary school students in Kenya. Specifically, the study aimed to determine if gender affects achievement when Jigsaw is used to teach the mathematics topics of Surds and logarithms.
The study used a Solomon four-group, non-equivalent control group design and involved 160 students from four secondary schools. All students were administered a pre-test and post-test on the topics, with the experimental groups receiving instruction through Jigsaw and the control groups receiving conventional teaching methods. The results of the study showed that there was no statistically significant gender difference in mathematics achievement when students were taught using the Jigs
Guided discovery learning strategy and senior school students performance in ...Alexander Decker
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This document summarizes a study that investigated the effects of guided discovery learning strategy on mathematics performance of senior secondary students in Nigeria. The study found:
1) Students taught using guided discovery learning performed significantly better on a mathematics test than students taught using non-guided methods.
2) Male and female students performed equally well when taught using guided discovery, showing gender had no impact on performance.
3) Higher scoring students benefited most from guided discovery, followed by medium scorers, while lower scorers benefited the least.
The study concluded that guided discovery learning is an effective strategy for improving mathematics performance, though benefits students of different scoring levels unevenly.
Academic And Social Interaction For Hearing Impaired High School StudentsScott Faria
ย
This study examined differences between mainstreamed and self-contained mathematics classrooms for hearing impaired high school students across several dimensions that could impact student achievement and social adjustment. The study found that: 1) There was no social interaction between hearing and hearing impaired students in mainstreamed classrooms; 2) Mainstreamed teachers had more training in mathematics but both types of teachers varied significantly in their verbal teaching behaviors; and 3) Mainstreamed classes covered more and more difficult mathematical content than self-contained classes, but hearing impaired students in both settings asked more questions than hearing students.
Foundations of Mathematics Achievement Sarah Vester
ย
This is an article written by Martha Cecilia Bottia, Stephanie Moller, Roslyn Arlin Mickelson, and Elizabeth Stearns about the fundamentals of kindergaten math.
Martha Cecilia Bottia, Stephanie Moller, Roslyn Arlin Mickelson, and Elizabeth Stearns
The Elementary School Journal, Vol. 115, No. 1 (September 2014), pp. 124-150
Published by: The University of Chicago Press
Article DOI: 10.1086/676950
Article Stable URL: http://www.jstor.org/stable/10.1086/676950
This article examines representations of teacher quality, quantity, and diversity reported by awardees of a national mathematics and science program. It identifies seven common interventions implemented across the program to influence teacher quality and the teacher population. Three key themes emerged: 1) awardees' knowledge and use of research-based professional development; 2) a shift to include specialized subject knowledge preparation for elementary teachers in addition to middle/high school teachers; and 3) involvement of STEM faculty and teacher leaders in collaborative activities at all levels and in both math and science. Efforts to influence teacher quantity and diversity were limited in scope and in initial stages. The findings provide insight into the program's impact on teacher quality, quantity, and diversity.
Dr. William Allan Kritsonis, Dissertation Chair - Proposal, Clarence JohnsonWilliam Kritsonis
ย
The document presents a dissertation proposal that investigates the impact of high school mathematics curricula on the performance of African American students on the Texas Assessment of Knowledge and Skills (TAKS) Exit-Level mathematics test. The proposal outlines the problem of low performance and participation of African American students in advanced mathematics courses. It presents four research questions and hypotheses that examine the relationship between course tracking, performance, and advancement. The proposal also reviews relevant literature and describes the proposed correlational research design using student data and a counselor survey.
The document presents a dissertation proposal that investigates the impact of high school mathematics curricula on the performance of African American students on the Texas Assessment of Knowledge and Skills (TAKS) Exit-Level mathematics test. The proposal outlines the problem of low performance and participation of African American students in advanced mathematics courses. It presents four research questions and hypotheses that examine the relationship between course tracking, performance, and advancement. The proposal also reviews relevant literature and describes the proposed correlational research design using student data and a counselor survey.
Clarence Johnson, PhD Dissertation Proposal Defense, Dr. William Allan Kritso...William Kritsonis
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Dr. William Allan Kritsonis, PhD Dissertation Chair for Clarence Johnson (CJ), PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
This document analyzes the impact of homework on student achievement. It utilizes both parametric and nonparametric techniques on data from the National Educational Longitudinal Study of 1988. The results indicate:
1) Homework has a larger and more significant impact on test scores than other standard school inputs like class size.
2) The effects of homework are not uniform - it is most effective for high- and low-achieving students.
3) Parametric models overstate the impact of school inputs like homework and class size compared to nonparametric estimates.
This document discusses reasons why students dislike math. It explores three main ideas from literature: math anxiety, lack of motivation, and negative attitudes. Math anxiety is a negative reaction to math that can prevent students from pursuing higher-level math courses. Studies show the affective dimension of math anxiety (feelings of nervousness) correlates more strongly with negative performance than cognitive anxiety (worry). A longitudinal study found students' expectations for success in math and perceived importance of math strongly predict math anxiety and performance more than anxiety itself. A negative attitude where it is socially acceptable to not be good at math may also contribute to disliking the subject. The document seeks to understand the root causes of these issues to help change students' perspectives.
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
This document presents a thesis that examines the correlation between pupils' interest, study habits, and their achievement in mathematics. It begins with an introduction that establishes the importance of mathematics and discusses the Philippines' poor performance in international mathematics assessments. The theoretical framework discusses theories related to mathematics learning and motivation. The study aims to determine the relationship between pupils' interest, study habits, and their mathematics achievement. It will survey grade 4-6 pupils to understand their levels of interest, study habits, and mathematics achievement. The study seeks to provide insights to help improve mathematics performance and education quality.
A causal model of selected non cognitive learnerโs variables and achievement ...Alexander Decker
ย
This summary examines a study that investigated the direct and indirect effects of eight non-cognitive learner variables (gender, socio-economic status, self-concept, gender-stereotype, motivation, attitude towards mathematics, self-confidence and problem solving habits) on mathematics achievement. The study used a causal model and analyzed data from 312 junior secondary students using questionnaires and a mathematics achievement test. The results showed that the hypothesized causal model fit the data well. Socio-economic status, gender-stereotype, motivation, self-confidence and problem solving habits had both direct and indirect effects on achievement. Attitude had a direct effect only, while gender and self-concept had indirect effects only.
This document summarizes a study that compared the first-year academic performance of home schooled students and traditionally schooled students at four-year public colleges and universities in Colorado. The study found:
1) There were no significant differences between home schooled students (n=55) and traditionally schooled students (n=53) in terms of first-year GPA, retention rates, or credit hours earned.
2) While not statistically significant, home schooled students scored higher on average than traditionally schooled students on the ACT composite test and subtests of mathematics and science.
3) ACT composite scores correlated strongly with first-year GPA, retention, and credit hours earned, indicating it is a predictor
Dr. William Allan Kritsonis & Dr. Clarence Johnson - NATIONAL FORUM JOURNALSWilliam Kritsonis
ย
This study analyzed the cognitive and metacognitive mathematical problem solving skills of 67 African American third and fourth grade students using the Evaluation and Prediction Assessment (EPA 2000). The results showed the students had somewhat low metacognitive prediction and evaluation skills. The students also performed lower on multi-sentence word problems involving contextual information, mental visualization, and selecting relevant information compared to simple computational problems. Therefore, these students would benefit from targeted math instruction on multi-sentence word problems and developing their ability to predict strategies and reflect on solutions.
Hines, mack t african american math problem solving skills (2)William Kritsonis
ย
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Johnson & kritsonis african american math problem solving skills - articleWilliam Kritsonis
ย
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Hines, mack t african american math problem solving skillsWilliam Kritsonis
ย
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Hines, mack t african american math problem solving skills (2)William Kritsonis
ย
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
This document summarizes a study that investigated the relationships between mathematics attitude, academic motivation, intelligence quotient, and mathematics achievement. The study involved 1670 high school students in Iran. It found that mathematics attitude, academic motivation, and intelligence quotient were all positively correlated with mathematics achievement. A multiple regression analysis determined that mathematics attitude and intelligence quotient significantly predicted mathematics achievement, but academic motivation was not a significant predictor when the other variables were accounted for. The study also found that while there were no significant gender differences in the other variables, males scored higher than females in mathematics achievement.
Investigating and remediating gender difference in mathematics performance am...Alexander Decker
ย
This study investigated gender differences in mathematics performance among dyslexic and dyscalculic learners in junior secondary schools in Sokoto State, Nigeria. A sample of 827 students, including 423 males and 404 females, was given pre- and post-tests to measure mathematics achievement before and after a 12-week remedial instruction program. The results showed that the experimental groups who received the remedial instruction improved their mean test scores by 54.49%, while the control groups who did not receive the instruction only improved by 0.3%. The findings indicated that the remedial program was effective for dyslexic and dyscalculic students and that there was no significant gender difference in academic performance on the pre
Hines, mack the interactive effects of race nfmij v7 n1 2010William Kritsonis
ย
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Hines, mack the interactive effects of race nfmij v7 n1 2010William Kritsonis
ย
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
The document provides instructions for requesting writing assistance from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete an order form with instructions, sources, and deadline. 3) Review bids from writers and choose one. 4) Receive the paper and authorize payment if satisfied. 5) Request revisions until fully satisfied, with a refund option for plagiarized work.
Learn How To Tell The TIME Properly In English 7ESLLisa Muthukumar
ย
The document discusses Toyota's recall issues from 2009-2010. Toyota recalled millions of vehicles
due to unintended acceleration problems. The recalls cost Toyota billions of dollars and damaged its
reputation for quality and safety. Federal regulators heavily fined Toyota for its handling of the
recalls.
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This article examines representations of teacher quality, quantity, and diversity reported by awardees of a national mathematics and science program. It identifies seven common interventions implemented across the program to influence teacher quality and the teacher population. Three key themes emerged: 1) awardees' knowledge and use of research-based professional development; 2) a shift to include specialized subject knowledge preparation for elementary teachers in addition to middle/high school teachers; and 3) involvement of STEM faculty and teacher leaders in collaborative activities at all levels and in both math and science. Efforts to influence teacher quantity and diversity were limited in scope and in initial stages. The findings provide insight into the program's impact on teacher quality, quantity, and diversity.
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This document analyzes the impact of homework on student achievement. It utilizes both parametric and nonparametric techniques on data from the National Educational Longitudinal Study of 1988. The results indicate:
1) Homework has a larger and more significant impact on test scores than other standard school inputs like class size.
2) The effects of homework are not uniform - it is most effective for high- and low-achieving students.
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This document discusses reasons why students dislike math. It explores three main ideas from literature: math anxiety, lack of motivation, and negative attitudes. Math anxiety is a negative reaction to math that can prevent students from pursuing higher-level math courses. Studies show the affective dimension of math anxiety (feelings of nervousness) correlates more strongly with negative performance than cognitive anxiety (worry). A longitudinal study found students' expectations for success in math and perceived importance of math strongly predict math anxiety and performance more than anxiety itself. A negative attitude where it is socially acceptable to not be good at math may also contribute to disliking the subject. The document seeks to understand the root causes of these issues to help change students' perspectives.
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
This document presents a thesis that examines the correlation between pupils' interest, study habits, and their achievement in mathematics. It begins with an introduction that establishes the importance of mathematics and discusses the Philippines' poor performance in international mathematics assessments. The theoretical framework discusses theories related to mathematics learning and motivation. The study aims to determine the relationship between pupils' interest, study habits, and their mathematics achievement. It will survey grade 4-6 pupils to understand their levels of interest, study habits, and mathematics achievement. The study seeks to provide insights to help improve mathematics performance and education quality.
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1) There were no significant differences between home schooled students (n=55) and traditionally schooled students (n=53) in terms of first-year GPA, retention rates, or credit hours earned.
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Analysis Of Eighth Graders Performance On Standardized Mathematics Tests
1. DOCUMENT RESUME
ED 390 676 SE 057 307
AUTHCR Meyinsse, Joseph; Tashakkori, Abbas
TITLE Analysis of Eighth Graders' Performance On
Standardized Mathematics Tests.
PUB DATE 5 Nov 94
NOTE 17p.; Paper presented at the Annual Meeting of the
Midsouth Educational Research Association (Nashville,
TN, November 5, 1994).
PUB TYPE Reports Research/Technical (143)
Speeches/Conference Papers (150)
EDRS PRICE MFOI/PC01 Plus Postage.
DESCRIPTORS *Ethnicity; Grade 8: Junior High Schools;
*Mathematics Achievement; Multiple Regression
Analysis; *Racial Differences; *Sex Differences;
*Socioeconomic Status; Standardized Tests; *Student
Attitudes
IDENTIFIERS *National Education Longitudinal Study 1988
ABSTRACT
The main objective of this study was to show whether
eighth graders' performance on standardized mathematics tests could
be predicted from a variety of variables. These predictors included
the students' race/ethnicity, gender, attitudes toward mathematics,
students' time spent on homework, whether parents helped with
homework assignments, students' perceptions of their teachers,
reported school climate, and the availability of remedial
mathematics. Data came from the base year of the National Education
Longitudinal Study of Eighth Graders. A sample of 9,000 students was
selected from the data set. Multiple regression analysis was used to
analyze the data. As expected, the socioeconomic indicator (SES) was
the best predictor of math performance. However, after controlling
for the variation in SES and race/ethnicity, a number of other
variables also contributed significantly to the variations in math
performance. Among these were students' perceptions about
mathematics, school climate, the availability of remedial
mathematics, student/teacher relationship, gender, and the amount of
time spent on homework. (Author)
Reproductions supplied by EDRS arr the best that can be made
from the origina. document.
2. An Analysis of Eighth Graders' Performance On
Standardized Mathematics Tests
Joseph Meyinsse
Louisiana State University
Abbas Tashakkori
Louisiana State University
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Presented at the Annual Meeting of the Midsouth Educational
Research Association, Nashville, 1994.
BEST COPY AVAILABLE
3. Abstract
The main objective of the study was to show whether eighth
graders' performance on standardized mathematics tests could be
predicted from a variety of variables. These predictors included
the students' race/ethnicity, gender, attitudes toward
mathematics, students' time spent on homework; whether parents
helped with homework assignments; students' perceptions of their
teachers, reported school climate; and the availability of
remedial mathematics. Data came from the base year of the
National Education Longitudinal Study of Eighth Graders. A
sample of 9,000 students was selected from the data set.
Multiple regression analysis was used to analyze the data. As
expected, the socioeconomic indicator was the best predictor of
math performance. However, after controlling for the variation
in SES and race/ethnicity, a number of other variables also
contributed significantly to the variations in math performance.
Among these were students' mathematics perceptions, school
climate, the availability of remedial mathematics,
student/teacher relationship, gender, and the amount of time
spent on homework.
4. 1
Historically, the purposes of secondary school mathematics
have been to provide students with opportunities to acquire
mathematical knowledge, skills, and modes of thought needed for
daily life and effective citizenship, to prepare students for
occupations after graduation, and to prepare students for
postsecondary education (NCTM, 1980) .
The curriculum is expected
to describe a vision of school mathematics in which these
purposes are embedded in a context that is both broader and mor
consistent with accelerating changes in today's society. Since
the publication of A Nation At Risk, in 1983, high school
mathematics curricula have been a continuous focus of the
education reform movement.
It has beea argued that achievement in mathematics and later
academic success differ between Whites and Asian Americans on the
one hand and African Americans and Hispanics on the other
(Secada, 1989) .
The disparities in mathematics education in the
United States have been described as evidence of deep structural
defects in the system on how mathematics is learned and taught
(Oakes, 1990a, 1990b; Secada, 1989; Secada & Meyer, 1991).
Be.cause of the disparities in educational opportunities in
mathematics, a study to assess what factors influence
performances on standardized mathematics tests is timely. Some
of these factors may include teaching practices, students'
attitudes toward mathematics, gender, location of schools,
students' perceptions of mathematics and time spent doing
5. 2
homework assignments, and changes in socioeconomic and
demographic characteristics.
The objective of the present study is to find out whether
scores on standardized mathematics tests are influenced by (1)
students' perceptions attitudes, time invested in school work,
and their socioeconomic characteristIcs; (2) perceptions
regarding teachers, their reported relationships with students,
and teaching practices; (3) selected characteristics of schools;
and (4) parents' involvement. Figure 1 illustrates the main
conceptual framework of the study.
******** FIGURE 1 ABOUT HERE ********
MectIod
Sample
Data for the study are the survey results of the 1988
National Educational Longitudinal Study of Eighth Graders (NELS-
88) . Of the 22,497 participants in the survey, 49.6% were
females and 50.4% were males. The ethnic composition was as
follows: 14.1% Hispanics, 13.4% African Americans, and 72.5%
Caucasians. For this study, 3,000 students were randomly
selected from each ethnic group in public schools.
Variables
The data set included a variety of variables such as
student's self-perception, perceptions of teachers, school, and
parents. Several composite variables were constructed from
single indicators in the data set. Factor analysis was used to
form these composite scores. A summary of items are presented in
6. 3
Table 1.
******** INSERT TABLE 1 ABOUT HERE ********
The Theoretical Model
A multiple regression model is used to estimate the
parameters for the selected explanatory variables and constructs
outlined in the objec- yes. The model is expressed as:
Y = S, + SI(STDCRAR)1 + S2(TEACHER)2 + 53(SCHOOL)3 + 134 (PARENT), + e
The dependent variable Y, was the score on the mathematics
standard test. These scores are reported for students in the
NELS-88 data (see Ingles et al, 1992) . Four predictor variables
were used in the study. These variables are explained in Table 1.
The G terms are the unknown parameters to be estimated. The
term is the independent random variable assumed to be normally
distributed with mean 0 and variance (72. The model was estimated
by the S?SS software program.
Results and Discussion
Results from three multiple regression analyses are
thsc_issed here. Table 2 presents the results of multiple
regression analysis in the sample. This model explains 39% of
the variation in math achievement [R2 (adjusted)=.39, p<.01].
Ten of the sixteen variables are statistically significant
predictors of math achievement. The results suggest that the
composite of self-concept, post-secondary education plans, the
ability to talk to counselors/teachers, student's math
perceptions, and academic climate at these schools are positively
related to scores earned. Performance is inversely related to
7. 4
race, student's perception of curriculum, the percentage of
minority students enrolled in a particular school, and student's
attitude towards math. Performance is affected negatively by
students' ability, whether they have algebra at least once per
week and looked forward to mathematics classes, and their
perceptions of the usefulness of mathematics in the future.
******** INSERT TABLE 2 ABOUT HERE ********
Table 3 presents results from a second multiple regression
analysis contained only African-American students. Isolating
African-Americans in this model explains 20% of the variation
[R2= .20, p<.051. The strongest positive predictor among the
African-American students is self-confidence and self-esteem
(Beta=.193); the weakest pred:Lctor is school climate. Thus, if
students experience minor disruptions in their classes, then
performance levels on mathematics standardized tests are high.
Students' attending rt_gular mathematics class at least once a per
week and doing their homework seem to have a positive influence
on performance on mathematics standardized tests. Performance is
negatively related to student's mathematics perception. Thus,
when students think that math will not be useful in their future
and they dislike math, then performance levels on mathematics
standardized tests are low.
******** INSERT TABLE 3 ABOUT HERE ********
Table 4 presents the final regression analysis for Caucasian
students. This model explains 34% of the variation for Caucasian
students' performance on mathematics standardized tests [R2=.34,
8. 5
p<.05). The strongest positive predictor for Caucasian students
is post-secondary education plans (Beta...321). In addition,
students' self confidence and self esteem (Beta..152) have
positive influences on performance on mathematics standardized
tests. The ability to talk to counselors and teachers about
personal problems, number of hours spent on mathematics homework,
hours spent on homework in general, &ad students' attending
regular mathematics class at least once a per week, also have a
positive influence on performance on mathematics standardized
tests. Performance is affected negatively by students'
mathematics perception, attitude towards math, and percentage of
minority in school.
******** INSERT TABLE 4 ABOUT HERE ********
With respect to the actual teachino of students, the
results show no statistical significance between performance and
students' perceptions of whether: the teaching is good, teachers
are interested in them, their efforts are praised, or if they are
intimated by teachers. If students perceived that the teaching
is bad or that teachers are not interested in them, then a
negative relationship is shown between these views and
performance level. The results also suggest that the lack of
praises by teachers would not necessarily affect performance. In
fact, the results show that scores on mathematics standardized
tests are positively related to little or no praise from
teachers.
In terms of 1)arent: characteristics, positive relationships
9. 6
seem to exist between performance and the frequency with which
parents checked homework assignments.
Sumary and Conclusion
The study explored whether school climate, teacher, student
and parent characteristics have any effect on students'
performances on mathematics standardized tests. The results
support the view that minority groups, in particular African-
Americans perform poorly on standardized tests. The results also
suggest that an inverse relationship exists between the
performance by African-Americans and the scores earned on
standardized mathematics tests. Several characteristics besides
race are statistically significant in the model. If students are
enrolled in public schools and have little or no disruptions in
the classroom, then these factors relate positively with
performance. The amount of time spent on mathematics homework,
the ability to talk to teachers and counselors about personal
problems, time spent on homework assignments in general,
attending regular mathematics classes at least once per week, and
love of mathematics, appear to have positive relationships with
performance. Students' perceptions of teachers' ability and care
are also shown to vary inversely with performance. If students
perceive that the teaching is poor and that teachers are
indifferenL, then performance suffered. On the other hand, if
students are not intimidated by teachers, the results suggest
that performance would improve. Performance does not appear to
10. 7
be too closely linked to whether students are praised by
teachers.
The following conclusion is drawn from the study: (1)
performance on standardized tests and, perhaps, in school overall
curricula is deeply intertwined in a network of players--school,
students and teachers. Based on the study, it appears that the
stuaents' mathematics perceptions seem to be the major factor
affecting the overall performance on mathematics standardized
Lests. Furthermore, performance levels still vary among ethnic
groups. In general, African-Americans performed below
Caucasians. Although it will be difficult to address the
socioeconomic issues in the short run, findings from this sample
may be useful in shaping policy regarding school reform.
11. 8
References
Ingles, S. J., Scott, L. A., Linmark, J., Frankel, M., and Myers,
S. L. (1992). National Education Longitudinal Study of
1988, first follow-up: Teacher component data file user's
manual. Washington, D. C.: U.S. Depar'...ment of Education.
National Center for Education Statistics. (1988) . National
Education Longitudinal Study of 1988. U.S. Department of
Education Office of Educational Research and Improvement.
NORC. University of Chicago.
National Council of Teachers of Mathematics (NCTM). (1989).
Research In Mathematics Education.
Oakes, J. (1990a) . Opportunities, achievement, and choice: Women
and minority students in science and mathematics. In C.B.
Cazden (Ed.), Review of Research in Education, 16, 153-222.
Oakes, J. (1990b) . Multiplying ineaualities: The effects of
races, social class, and tracking on opportunities to learn
mathematics and science, Santa Monica, CA: RAND.
Ostle, B., & Malone, L.C. (1988). Statistics In Research: Basic
Concepts and Techniaues for Research Workers. Iowa State
University Press/AMS.
Secada, W. G. (Ed.) (1989). Equity in education. London: Falmer
Press.
Secada, W. G., & Meyer, M. R. (Eds.) . (1991). Needed: An agenda
for Equity in matheiaatics education [Special issue of the
Peabody Journal of Education], 66(2).
SPSS (1990) . Advanced Statistics Student Guide. Marija J.
Norusis/SPSS Inc.
11
12. Student
characteristics
Student
perceptions of
teacher characteristics .
Student
rceptions
bJ selected
c aracteritics
scnool
Student
perceptions of
parent involvement
Figure I
Eighth grade
math score on
standardized
tests
Indicators that may Influence eighth grade students'
scores on Standardized Mathematics Tests.
13. Table 1. Factor Blocks, Variable Definitions and
Codes for the Survey Data.
Variables Definitions & Codes
STUDENT CHARACTERISTICS
MATHUSIF Math will be useful in my future. Strongly
agree/agree=0,
disagree/strongly disagree=1.
LFMATHCL Usually look forward to math class. Strongly
agree/agree=0,
disagree/strongly disagree=1.
SEFCONT2 Is the second self-concept items in student's qt4estion.
SEFCONT1 Is the first self-concept items in student's question.
ARMATHCL Attend regular math at least once a week. Attend=1, do
not attend=2.
AAMATHCL Attend algebra at least once a week. Attend=1, do not
attend=2.
HRHOMEWK Number of hours spent on homework per week. None-5.49=0,
>5.50=1, else=98.
POSEDPLN Post secondary education plans.
CLWOHMWK How often come to class without homework.
TMATHHMW Time spent on math homework each week. None=0, <1 hour
to 2 hours=1, >3 hours=2.
TALKCONS Talk to counselor about studies in class. Yes=1, No=2,
TALKCONP Talk to counselor about personal problems. Yes=1, No=2.
TALKTCHP Talk to teacher about personal problems. Yes=1, No=2.
ATTITUD1 I feel good about myself. Strongly agree/agree=0,
disagree/strongly disagree=1.
MATHHWK1 Students' mathematics perceptions. High/middle=0, low=1,
not grouped/don't know/else=8.
MATHHPL1 Students' perceptions of curriculum.
TALKTO1 Students' motivations to talk to adults.
TEACHER
PRCPTCH1 Students' perceptions of teacher. Strongly
agree/agree=0,
disagree/strongly disagree=1.
ii
14. Table 1. Factor Blocks, Variable Definitions and
Codes for the Survey Data.
Variables Definitions & Codes
SCHOOL
CLIMATE1 Students' perceptions of school climate. Strongly
agree/agree=0,
disagree/strongly disagree=1.
OTHSDISP Other students often disrupt class. Strongly
agree/agree=0,
disagree/strongly disagree=1.
FELNOSAF I don't feel safe at this school. Strongly
agree/agree=0,
disagree/strongly disagree=1.
MISBEHAV Misbehaving students often get away with it. Strongly
agree/agree=0,
disagree/strongly disagree=1.
DISRUPTL Student disruptions inhibit learning. Strongly
agree/agree=0,
disagree/strongly disagree=1.
URBANICI Urbanicity of the student's school. Urban=1:
suburban/ru...al=2: else.3.
PBSCHOOL School control composite. Public=0, Others=1.
PERMINOR Perrentaga of minority students. None/1.5-301s=0: 31-
100W=1.
PARENT
PARENT11 Students' perceptions of parents.
PARTKTCH Parents spoke to teacher/counselor. Yes=1, No-2.
PARASCHM Parents attend a school meeting. Yes=1,
PARCKHWK How often parents check on students' homework.
Often/sometimes=0,
rarely/never=1.
SEX Male=1, Female=2.
RACE Caucasian=4, African-American=3, Hispanic=2.
RACESEX Race and sex of student.
DEPENDENT VARIABLE
MATHSCRE Standardized mathematics score.
14