A Holistic Model to Infer Mathematics Performance: The Interrelated Impact of Student, Family and School Context Variables

Zhao, Ningning; Valcke, Martin; Desoete, Annemie; Zhu, Chang; Sang, Guoyuan; Verhaeghe, Jean Pierre

doi:10.1080/00313831.2012.696210

Cited by 6 publications

(6 citation statements)

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“…The individual components of this group are gender, age (Zhao, Valcke, Desoete, Zhu, Sang, & Verhaeghe, 2014), class attendance (Mohammadpour, 2012), learning styles (Altun, & Serin, 2019;Tatar, & Dikici, 2009), homework completion (Choudhury, & Das, 2012), peer influence, motivation, attitude toward mathematics (Kiwanuka, Van Damme, Van Den Noortgate, Anumendem, & Namusisi, 2015;Engelhard, 2001), and participation in private supplementary tutoring (He, Zhang, Ma, & Wang, 2021). • The second group of factors includes teacher characteristics.…”

Section: The Conceptual Framework Of the Studymentioning

confidence: 99%

An investigation of the students' viewpoint on factors affecting achievement in mathematics

2024

Pegegog

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According to the PISA and TIMSS results, Kosovo is among the low-achieving countries in mathematics. Analyzing the factors that contribute to this situation is a local priority. This study focuses on secondary school students' beliefs and attributions related to the level of impact of four main groups of factors (student characteristics; teacher characteristics; school and classroom environment characteristics; and home environment characteristics) on achievements in mathematics. Respondents in the study were 410 students, randomly chosen from eight secondary schools in Prishtina. A Likert scale questionnaire was used for data collection. The reliability of the questionnaire was checked using Cronbach's alpha. The descriptive analysis was used to measure the students' answers according to the four subscales (groups of factors). To explore the effect of gender and the type of school attended on students' opinions, independent samples t-test was used, while one-way ANOVA served to explore the effect of success and age. Students believe that teacher characteristics are the most critical determinant for achievements in mathematics. According to students' opinions, the order of the impact of the groups of factors, ranked from highest to lowest, is teacher characteristics; student characteristics; school and classroom environment characteristics; home environment characteristics. The findings revealed no statistically significant effect of gender on students' opinions. There were some differences in students' opinions based on the type of school, age, and success. However, the effect size of the difference was considerable only in the case of the type of school attended regarding the influence of teacher characteristics.

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Section: The Conceptual Framework Of the Studymentioning

confidence: 99%

An investigation of the students' viewpoint on factors affecting achievement in mathematics

2024

Pegegog

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“…Of course, early numeracy skills develop in a context. Research suggests that children's home learning environment plays a decisive role in cognitive development in general and numerical development in particularespecially in early childhood (e.g., Zhao, et al, 2014;Zippert & Rittle-Johnson, 2018). Home Numeracy Environment is defined as the mathematics-specific learning environment at home, comprising of family activities including numbers, quantities, and measurements; more broadly, home numeracy environment includes attitudes towards mathematics and model behavior of parents (Niklas & Schneider, 2012, Pezdek, Berry, & Renno, 2002.…”

Section: Introductionmentioning

confidence: 99%

Foundations for future math achievement: early numeracy, home learning, and the absence of math anxiety

Gashaj¹,

Thaqi²,

Mast³

et al. 2022

Preprint

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Mathematics achievement is an important predictor of later life and career prospects. Therefore, it is highly relevant to identify early determinants of math achievement. Recently, non-cognitive aspects such as home learning environment (home numeracy) and math anxiety were observed to significantly predict mathematics achievement beyond domain- specific early numerical skills. However, these aspects have hardly been considered jointly in one study. Therefore, this longitudinal study evaluated the predictive power of early numeracy skills, home learning environment, and math anxiety assessed at the end of kindergarten for mathematics achievement at the beginning of second grade in a normative sample of 85 children. Correlations and regression analyses indicated that early numeracy skills, home environment, and math anxiety have a unique and essential influence on math school achievement. It is, however, important to note that predictions seemed selective for different components of math achievement such as written computation, sequences, and comparisons. Results indicated that home numeracy only predicted performance on sequences, whereas math anxiety seemed to affect written computation. Overall achievement as well as performance on the equation’s subtest were best predicted by early numeracy skills. Taken together, these results suggest that non-cognitive aspects of home numeracy and math anxiety significantly influence children’s future math achievement. Importantly, however, results also argue for selective influences that should be considered in future studies.

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“…There are numerous potential student-based influences on student achievement (Section 1.4). From the analysed data, only three of these influences emerged as possibly influencing achievement: attitude towards mathematics (Zhao et al, 2012); level of motivation (Blömeke, Kaiser, & Suhl, 2011); and engagement (Newmann, 1992). Each possible influence is individually discussed below, and finishes by considering SES in relation to student achievement.…”

Section: Student-based Influences On Mathematics Achievementmentioning

confidence: 99%

“…Students' attitudes toward mathematics have been shown to influence levels of achievement (Zhao et al, 2012). Research suggests a link between a positive view of mathematics, high levels of mathematics self-esteem, and high levels of mathematics achievement (Anthony & Walshaw, 2007;Bonner, 2014;Chang & Choi, 2011;Hemmings, Grootenboer, & Kay, 2011).…”

Section: Attitudementioning

confidence: 99%

“…Both parental qualifications and parental income can be used as measures of family SES. Therefore the lower the levels of these two factors, the lower the family SES (Marks, 2014;Zhao et al, 2012). Levels of parental education, particularly maternal education, have repeatedly been shown to influence student achievement (Nguyen & Griffin, 2010;Petty et al, 2013;Wylie, 1999Wylie, , 2001b:…”

Section: Parental Educationmentioning

confidence: 99%

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Socioeconomic Status and Student Achievement in Primary School Mathematics: A Case Study of Two New Zealand Schools

Harrison¹

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<p>Existing research consistently identifies large differences in mathematics achievement between students from high and low socioeconomic status backgrounds. The link between socioeconomic status and student achievement has been repeatedly acknowledged throughout the literature, but reasons for this link are not yet fully understood. This study builds on existing international research, which identifies a large number of potential key influences for the disparity in mathematics achievement. The aim of this study was to identify which of the potentially key influences were possibly influencing student mathematics achievement in a high and a low decile New Zealand primary school, thereby suggesting ways to improve student mathematics achievement in the low decile school. Often, changes within education, including in many intervention programmes, are generic, made without identifying the specific needs of an individual school and its students. The tools developed during this research were designed to be used in schools, allowing evidence-based needs to be identified, and any changes made to be targeted at the specific needs of the school and its students. This research was conceived within a qualitative paradigm, and followed a collective case study design, focusing on two case schools, a high decile school (Pīwakawaka School), and a low decile school (Whio School). Data were collected through classroom observations, archival records, interviews, questionnaires, and physical artefacts, using tools specifically designed for this study. The data were analysed using grounded theory, allowing theories to emerge from the data. The data collected from each school were compared and two theories emerged. The first theory is that students in the high decile school appeared to be doing a greater amount of mathematics than students in the low decile school. The second theory is that students in the high decile school appeared to have more opportunities to learn new mathematics than students in the low decile school. Additionally, the findings suggested that, due to the complex nature of teaching, there was more than one key influence on student mathematics achievement contributing to each of these emergent theories. This research suggests that teachers at Whio School may be able to improve student achievement in mathematics by increasing both the amount of mathematics students interact with and the number of opportunities to learn new mathematics their students receive.</p>

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A Holistic Model to Infer Mathematics Performance: The Interrelated Impact of Student, Family and School Context Variables

Cited by 6 publications

References 77 publications

An investigation of the students' viewpoint on factors affecting achievement in mathematics

An investigation of the students' viewpoint on factors affecting achievement in mathematics

Foundations for future math achievement: early numeracy, home learning, and the absence of math anxiety

Socioeconomic Status and Student Achievement in Primary School Mathematics: A Case Study of Two New Zealand Schools

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