Early numeracy and literacy skills and their influences on fourth-grade mathematics achievement: a moderated mediation model

Abstract

This study explored the influence of early literacy and numeracy skills on fourth-grade math achievement using the Trends in International Mathematics and Science Study (TIMSS). The study utilized valuable information collected by TIMSS about context related questionnaires such as home resources for learning, early literacy and numeracy development, readiness for school, and students’ home and school lives in a cross cultural and linguistic framework. The main purpose of this study was aligned with those of TIMSS to improve math learning and performance and strengthen future employees’ skills in the global workplace. Participants were comprised of mostly Asian and European students. Results show that (1) early literacy skills have a stronger effect on G4 math scores than early numeracy skills; (2) Home resources for learning impact more on children’s early literacy skills than early numeracy skills; (3) both early literacy and numeracy activities have progressed to early literacy skills but demonstrated limited advancement to early numeracy skills, a missing link; (4) students’ confidence in math emerged as the strongest predictor of G4 math scores; (5) students with stronger early literacy skills and early numeracy skills are more confident in math; and (6) The moderated mediation analysis revealed that (a) early literacy skills have stronger direct effects on G4 math achievement than early numeracy skills; (b) the effects of early numeracy skills on G4 math scores become more pronounced for children with weaker early literacy skills (i.e., conditional effects); and (c) the effect of early numeracy skills on G4 math achievement is transmitted through students’ confidence (i.e., mediator) and the effect is more prominent for those who had more proficient early literacy skills (i.e., conditional indirect effects). Findings from the conditional direct and indirect effects of early numeracy skills on G4 math achievement suggest that children who had more proficient early literacy skills utilize strategies beyond just early numeracy skills to solve G4 math problems and that children’s strategies to solve math problems may be enhanced by the proficiency of their literacy skills.

The role of self-efficacy, motivation, and perceived support of students' basic psychological needs in academic achievement

“…Learning conditions that foster positive relationships and student belonging are conducive to self-efficacy (Usher and Pajares, 2008;Zysberg and Schwabsky, 2021). Students who experience their classroom environments as more supportive and caring, mastery-oriented, and challenging have higher levels of self-efficacy and competence support (Chang, 2023).…”

“…Additionally, while students' reading literacy and mathematics skills often influence each other in terms of student performance (TIMSS, 2019;Cooper et al, 2022;Chang, 2023), there is a lack of studies that examine motivational effects across different academic topics. Typically, empirical studies in education that investigate correlates of student achievement only do so in one subject area, such as mathematics or reading, but subjects can differ with how teachers teach them.…”

Workshop Penyusunan Booklet Pembelajaran Numerasi Sesuai Level Kemampuan Siswa Bagi Pengawas Sd/Mi

“…Secara akademik, kemampuan numerasi yang baik di awal persekolahan adalah bekal yang memadai bagi siswa untuk menumbuhkan kepercayaan diri dalam bidang matematika. Kepercayaan diri yang baik adalah variable moderator penting yang menentukan hasil belajar matematika siswa (Chang, 2023). Kemampuan numerasi yang baik dibutuhkan untuk membantu siswa terhindar dari resiko mengalami putus sekolah lebih awal (Parsons & Bynner, 2006).…”