A STUDY OF THE EFFECT OF PSYCHO-SOCIOLOGICAL FACTORS ON ACADEMIC ACHIEVEMENT IN MATHEMATICS PDF Download
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Author: Dr. Naga Raju Jalagam
Publisher: Lulu.com
ISBN: 0359757529
Category :
Languages : en
Pages : 272
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Book Description
Author: Dr. Naga Raju Jalagam
Publisher: Lulu.com
ISBN: 0359757529
Category :
Languages : en
Pages : 272
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Book Description
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.
Author: Joshua Aronson
Publisher: Elsevier
ISBN: 9780120644551
Category : Education
Languages : en
Pages : 428
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Book Description
In this book, authors discuss research and theory on the social psychological forces that shape academic achievement. A key focus is to show how psychological principles can be used to foster achievement and make schooling a more enjoyable process. Topics are highly relevant to both social and educational psychology, with discussions of core concepts such as intelligence, motivation, self-esteem and self-concept, expectations and attributions, prejudice, and interpersonal and intergroup relations.
Author: Mathew Akoko
Publisher: GRIN Verlag
ISBN: 3640931041
Category : Social Science
Languages : en
Pages : 217
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Book Description
Doctoral Thesis / Dissertation from the year 2010 in the subject Sociology - Knowledge and Information, grade: A, ( Atlantic International University ) (School of Social and Human Studies), course: Doctorate in Education, language: English, abstract: The primary purpose of this research was to investigate the effects of individual student affective factors and educational background on mathematics achievement among higher education students as measured by semester grades in the core mathematics courses. Student Locus of Control, Self-Efficacy, and Mathematics Anxiety were the specific individual student affective factors that were examined in the study. Educational backgrounds of the students were examined as an attempt to explain the differences in mathematics performance at the higher education level. To achieve this, high school teacher characteristics and instructional practices in influencing students' affective factors were examined. All of the analyses presented were performed on data collected for the study from two institutions of higher education in Cameroon for the student participants and from high school mathematics teachers of the English-Speaking and the French-Speaking subsystems of education. The results of the study show that student internal locus of control, high mathematics self-efficacy, and Mathematics Anxiety were associated with performance in mathematics at the higher education level. The results also revealed a high significant difference in the performance of the students in mathematics from the two educational backgrounds, the English-Speaking and French-Speaking. The results of the study revealed that the English-Speaking subsystem of education is suffering from an acute shortage of qualified high school mathematics teachers. The results show that only 10.5% of the high school mathematics teachers who participated in the study had postgraduate qualifications as against 56.9% for mathematics teachers of the French-Speaking subsy
Author: B. R. Parida
Publisher: Discovery Publishing House
ISBN: 9788183563345
Category : English language
Languages : en
Pages : 242
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Book Description
Contents: Introduction, Review of Related Literature, Design of the Study, Analysis and Interpretation of Data, Major Findings and Conclusions.
Author: Akpan Iniobong
Publisher: LAP Lambert Academic Publishing
ISBN: 9783659813825
Category :
Languages : en
Pages : 80
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Book Description
The purpose of this study was to examine the influence of psycho-social indicators of mathematics performance among secondary school students in Akpabuyo Local Government Area of Cross River State, Nigeria. Four null hypotheses were stated and tested at .05 level of significance using the Pearson Product Moment Correlation statistical technique A well validated 20- item Psycho-social indicators questionnaire and a 20 item performance test in Mathematics were designed and administered to the sample which was made up of 112 students. The analysis of data revealed that psycho-social factors such as family support problem, social environment problem, educational problem and economic problem has no significance influence on the academic performance of students in mathematics. Based on these findings, appropriate recommendations were made.
Author: Benjamin Butler Ferrell
Publisher:
ISBN:
Category :
Languages : en
Pages : 548
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Book Description
This single case study explored the relationship between non-academic interventions that supported student psychosocial factors and remedial math success. The theoretical framework proposed that remedial math success was linked to psychosocial factors as described by Bandura's social cognitive theory rather than merely cognitive factors possessed by the student. The literature review revealed that remedial math success in community colleges was chronically problematic, that psychosocial factors were fundamental to human development and learning and well supported by neuroscience, and that above average academic success has long been positively correlated with programs of non-academic interventions. According to the findings of this study, non-academic interventions such as case management, cohorts, accelerated remedial math coursework, childcare, and emergency financial assistance, provided psychosocial support essential to learning and development, which in turn resulted in extraordinary success in remedial math completion. The conclusion drawn from the findings is that effective psychosocial support is essential to achieving exceptional remedial math success rates.
Author: Mathew Akoko
Publisher: GRIN Verlag
ISBN: 364093119X
Category : Social Science
Languages : en
Pages : 216
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Book Description
Doctoral Thesis / Dissertation from the year 2010 in the subject Sociology - Knowledge and Information, grade: A, ( Atlantic International University ) (School of Social and Human Studies), course: Doctorate in Education, language: English, abstract: The primary purpose of this research was to investigate the effects of individual student affective factors and educational background on mathematics achievement among higher education students as measured by semester grades in the core mathematics courses. Student Locus of Control, Self-Efficacy, and Mathematics Anxiety were the specific individual student affective factors that were examined in the study. Educational backgrounds of the students were examined as an attempt to explain the differences in mathematics performance at the higher education level. To achieve this, high school teacher characteristics and instructional practices in influencing students’ affective factors were examined. All of the analyses presented were performed on data collected for the study from two institutions of higher education in Cameroon for the student participants and from high school mathematics teachers of the English-Speaking and the French-Speaking subsystems of education. The results of the study show that student internal locus of control, high mathematics self-efficacy, and Mathematics Anxiety were associated with performance in mathematics at the higher education level. The results also revealed a high significant difference in the performance of the students in mathematics from the two educational backgrounds, the English-Speaking and French-Speaking. The results of the study revealed that the English-Speaking subsystem of education is suffering from an acute shortage of qualified high school mathematics teachers. The results show that only 10.5% of the high school mathematics teachers who participated in the study had postgraduate qualifications as against 56.9% for mathematics teachers of the French-Speaking subsystem. The study recommends the need to replace the present GCE Advanced Level Further Mathematics syllabus with one that reflects the view that Further Mathematics is a subject studied mainly by potential mathematics graduates. The syllabus should have, as one of its objectives, the provision of a link between High School Mathematics and University Mathematics. While improving on the syllabus and the examination system, due consideration should also be given to the problem of acute shortage of qualified high school mathematics teachers for the English-Speaking subsystem of education in Cameroon.
Author: Omar Otmishi-Bookani
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 566
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Book Description
Author: Juan Luis Castejon
Publisher: Frontiers Media SA
ISBN: 2889665070
Category : Science
Languages : en
Pages : 243
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Book Description
