The Rrelationship Between Motivation and Student's Academic Achievement in Mathematics Among Secondary School Students PDF Download
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Author:
Publisher:
ISBN:
Category : Mathematical ability
Languages : en
Pages : 52
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Book Description
Author:
Publisher:
ISBN:
Category : Mathematical ability
Languages : en
Pages : 52
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Book Description
Author: Michalis P. Michaelides
Publisher: Springer Nature
ISBN: 3030261832
Category : Education
Languages : en
Pages : 149
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Book Description
This open access book presents a person-centered exploration of student profiles, using variables related to motivation to do school mathematics derived from the IEA’s Trends in International Mathematics and Science Study (TIMSS) data. Statistical cluster analysis is used to identify groups of students with similar motivational profiles, across grades and over time, for multiple participating countries. While motivational variables systematically relate to school outcomes, linear relationships can obscure the diverse makeup of student subgroups, each with varying combinations of motivation, emotions, and attitudes. In this book, a person-centered analysis of distinct and meaningful motivational profiles and their differences on sociodemographic variables and mathematics performance broadens understanding about the role that motivation characteristics play in learning and achievement in mathematics. Exploiting the richness of IEA’s TIMSS data from many countries, extracted clusters reveal consistent, as well as certain nuanced patterns that are systematically linked to sociodemographic and achievement measures. Student clusters with inconsistent motivational profiles were found in all countries; mathematics self-confidence then emerged as the variable more closely associated with average achievement. The findings demonstrate that teachers, researchers, and policymakers need to take into account differential student profiles, prioritizing techniques that target skill and competence in mathematics, in educational efforts to develop student motivation.
Author: Bobson Wong
Publisher: John Wiley & Sons
ISBN: 1119573297
Category : Education
Languages : en
Pages : 567
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Book Description
Math teachers will find the classroom-tested lessons and strategies in this book to be accessible and easily implemented in the classroom The Teacher’s Toolbox series is an innovative, research-based resource providing teachers with instructional strategies for students of all levels and abilities. Each book in the collection focuses on a specific content area. Clear, concise guidance enables teachers to quickly integrate low-prep, high-value lessons and strategies in their middle school and high school classrooms. Every strategy follows a practical, how-to format established by the series editors. The Math Teacher's Toolbox contains hundreds of student-friendly classroom lessons and teaching strategies. Clear and concise chapters, fully aligned to Common Core math standards, cover the underlying research, required technology, practical classroom use, and modification of each high-value lesson and strategy. This book employs a hands-on approach to help educators quickly learn and apply proven methods and techniques in their mathematics courses. Topics range from the planning of units, lessons, tests, and homework to conducting formative assessments, differentiating instruction, motivating students, dealing with “math anxiety,” and culturally responsive teaching. Easy-to-read content shows how and why math should be taught as a language and how to make connections across mathematical units. Designed to reduce instructor preparation time and increase student engagement and comprehension, this book: Explains the usefulness, application, and potential drawbacks of each instructional strategy Provides fresh activities for all classrooms Helps math teachers work with ELLs, advanced students, and students with learning differences Offers real-world guidance for working with parents, guardians, and co-teachers The Math Teacher's Toolbox: Hundreds of Practical ideas to Support Your Students is an invaluable source of real-world lessons, strategies, and techniques for general education teachers and math specialists, as well as resource specialists/special education teachers, elementary and secondary educators, and teacher educators.
Author: Dr. M. Jeyanthi Subrahmanyam and Dr. R. Anandarasu
Publisher: Lulu Publication
ISBN: 1678054585
Category : Education
Languages : en
Pages : 121
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Book Description
Education is a process of acquiring knowledge, moral values, skills and beliefs. Education includes teaching, training, discussion and doing various research and finding new truth. Education began in prehistoric period as adults passed on their knowledge and skills to their next generation. When cultures started evolving, knowledge and skills were taught in formal setting. Formal education started to emerge. Plato founded the academy in Athens, which was the first institution for higher education. The city of Alexandria in Egypt was established in 330BCE and in China the great philosopher Confucius started spreading his educational thoughts across the neighborhood of Korea and Japan.
Author: Amy Rose Morgan
Publisher:
ISBN:
Category : Educational technology
Languages : en
Pages : 0
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Book Description
"Digital game-based learning (DGBL) has unique factors that can engage students in the learning process. It has been shown that incorporating DGBL into mathematics can help bridge the learning gap, differentiate instruction, and engage students (Yang et al., 2018; Hulse et al., 2019; Chen et al., 2012; Naik, 2017). This study examined how students' prior engagements are related to their academic achievement as well as investigated students’ motivation while utilizing DGBL in mathematics. An explanatory sequential mixed methods design was utilized to collect the quantitative data followed by the qualitative data. There were eighteen middle school participants in grades six through eight who all attended the same school within the Northeastern United States. The self-determination theory (SDT) served as the theoretical framework for examining the results. Data was collected through a pretest, posttest, an open-ended survey, and a closed-ended survey. The results of this study indicated that DGBL can improve academic achievement in mathematics. However, it was determined that students’ prior engagement was not related to their academic achievement. Additional research should be conducted on the motivational aspect of relatedness and DGBL since it was shown that there was a strong correlation between relatedness and the engagement themes of learning with peers and experiences with faculty."--Boise State University ScholarWorks.
Author: Cynthia Hudley
Publisher: Oxford University Press
ISBN: 0190208090
Category : Psychology
Languages : en
Pages : 336
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Book Description
Decades of research indicate the important connections among academic motivation and achievement, social relationships, and school culture. However, much of this research has been conducted in homogenous American schools serving middle class, average achieving, Anglo-student populations. This edited volume will argue that school culture is a reflection of the society in which the school is embedded and comprises various aspects, including individualism, competition, cultural stereotypes, and extrinsically guided values and rewards. They address three specific conceptual questions: How do differences in academic motivation for diverse groups of students change over time? How do students' social cognitions influence their motivational processes and outcomes in school? And what has been done to enhance academic motivation? To answer this last question, the contributors describe empirically validated intervention programs for improving academic motivation in students from elementary school through college.
Author: M.S. Rao
Publisher: Discovery Publishing House
ISBN: 9788171416745
Category : Achievement motivation
Languages : en
Pages : 142
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Book Description
Achievement motivation stands for the accomplishment of excellence and the achievement in mathematics stands for the performance of students in mathematics. As per the assumptions and research studies, one influences the other. A study, hence, has been undertaken to identify the level of achievement motivation and achievement in mathematics possessed by the SC and OBC students studying in Andhra Pradesh Social Welfare Residential Schools and to study the association between achievement motivation and achievement in mathematics. The students were possessing an average level of achievement motivation and achievement in mathematics, and there was no association between achievement motivation and achievement in mathematics. This study will help many teachers and administrators in planning better curricular and co-curricular programmes.
Author: Erik Anthony Ruzek
Publisher:
ISBN: 9781267652027
Category :
Languages : en
Pages : 178
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Book Description
This dissertation examines the causes and consequences of teachers' contributions to students' academic motivation and mathematics achievement during middle school. The middle school transition is a period marked by normative declines in students' engagement, motivation, and academic achievement. In this dissertation I investigate whether a teacher's ability to influence his/her students' motivation to learn, in addition to being important in its own right, may partially explain why teachers differentially impact student learning during this critical educational period. I focus on students' motivations for engaging and persisting in learning activities (i.e., achievement goals). Using value-added models, I find that variability in teachers' motivational contributions, though smaller than variability in their achievement contributions, can help stave off first year middle school declines in mastery goals by as much as 30%. While teacher contributions to students' mastery goals are positively associated with short-term achievement gains in the middle school transition year (d = 0.05), this association is smaller than that observed for students having teachers with above-average achievement value-added scores (d = 0.12). A longer-term achievement payoff (based on high school exit examination scores in 10th grade) is observed when students' had seventh and eighth grade teachers with above-median contributions to their students' mastery goals (d = 0.18, p
Author: Toheeb Olatunji
Publisher: GRIN Verlag
ISBN: 3346350231
Category : Mathematics
Languages : en
Pages : 94
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Book Description
Bachelor Thesis from the year 2019 in the subject Mathematics - Miscellaneous, grade: 4.02, University of Lagos, course: Mathematics and Education, language: English, abstract: The study examined study habits and academic performance of senior secondary school students in Mathematics. The main purpose of the study was to investigate the relationship between study habits and academic performance of senior secondary school students in Mathematics. To carry out this study, four research questions and one null hypothesis were raised to guide the study. The population of 1128 Senior Secondary School Two (SS2) students with a sample size of 200 respondents was selected from 5 public secondary schools for the study using simple random sampling technique. A structured questionnaire was used to gather data for the study, which consists of two sections (A and B), section A consist of 20 items while section B, consist of 30 achievement tests on mathematics. The reliability coefficient of 0.72 was obtained using Split Half Method. Data collected was analyzed using simple frequency counts, percentages and Pearson Product Moment Correlation Co-efficient (PPMC) and the hypothesis was tested at 0.05 level of significance using One-Way Analysis of Variance(ANOVA). However, the results revealed that there is significant relationship between study habits and academic performance of senior secondary school students in mathematics. Based on the result of the findings, it was recommended that group guidance should be organized in schools by professional counsellors in order to create awareness on how students can develop effective study habits which could lead to good academic performance in mathematics and a functional school library should be mounted in all the secondary schools.
Author: Engin Karadağ
Publisher: Springer
ISBN: 3319560832
Category : Education
Languages : en
Pages : 333
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Book Description
This book focuses on the effect of psychological, social and demographic variables on student achievement and summarizes the current research findings in the field. It addresses the need for inclusive and interpretive studies in the field in order to interpret student achievement literature and suggests new pathways for further studies. Appropriately, a meta-analysis approach is used by the contributors to show the big picture to the researchers by analyzing and combining the findings from different independent studies. In particular, the authors compile various studies examining the relationship between student achievement and 21 psychological, social and demographic variables separately. The philosophy behind this book is to direct future research and practices rather than addressing the limits of current studies.
