Hierarchical Linear Modeling of the relationship between Attitudinal and Instructional Variables and Mathematics Achievement

Abstract

Students’ achievement in mathematics is often considered necessary for the success of the future of a country. Therefore, the training and preparation of students to do well in mathematics has become fundamental goal of educat ion for most countries and more specifically in Ghana. Applying Hierarchical Linear Modeling on the Trends in International Mathematics and Science Study (TIMSS) 2007 data, the relationship between attitudinal and instructional variables and mathematics achievement among Ghana’s grade eight students was examined. Prior to the analyses, exploratory factor analyses were conducted for clusters of similar items to reduce the number of predictor variables. The results indicate that student’s gender, educational aspirations, self-confidence in mathematics, value for mathematics, and frequent use of some instructional variables were significant positive predictors at Level 1. Whiles amount of homework, years of teaching, major area of study were significant positive predictors, teaching license or certificate was a significant negative predictor at Level 2.

Using structural equation modeling to examine the relationship between Ghanaian teachers' emotional intelligence, job satisfaction, professional identity, and work engagement

“…Following Ghanaian students' low performance in international and national assessments such as Trends in International Mathematics and Science Study (TIMSS) in 2007 and 2011 (Butakor, 2016; Butakor et al, 2017), researchers, educators, and policymakers are in constant search of ways of addressing or improving students' performance in educational assessments especially mathematics, science, and english. In this regard, scholars have attributed the causes of low performance of Ghanaian students to student background characteristics, teacher/classroom characteristics, and school characteristics.…”

“…In this regard, scholars have attributed the causes of low performance of Ghanaian students to student background characteristics, teacher/classroom characteristics, and school characteristics. For instance, students' characteristics such as gender, parental education level, socioeconomic status, and attitudes have been identified as factors influencing students' academic performance (Butakor, 2016; Butakor et al, 2017; Else‐Quest et al, 2010). Similarly, teacher attributes such as teaching licensure, education, pedagogical and domain‐specific knowledge, experience, and classroom attributes are considered essential predictors of students' learning outcome (Akiba et al, 2007; Butakor, 2016; Darling‐Hammond & Youngs, 2002; Mohammadpour, 2012).…”

“…For instance, students' characteristics such as gender, parental education level, socioeconomic status, and attitudes have been identified as factors influencing students' academic performance (Butakor, 2016; Butakor et al, 2017; Else‐Quest et al, 2010). Similarly, teacher attributes such as teaching licensure, education, pedagogical and domain‐specific knowledge, experience, and classroom attributes are considered essential predictors of students' learning outcome (Akiba et al, 2007; Butakor, 2016; Darling‐Hammond & Youngs, 2002; Mohammadpour, 2012). For instance, there is evidence to show that Ghanaian Grade 8 students taught by teachers with a mathematics education certification outperformed students taught by teachers without qualifications in mathematics education (Butakor et al, 2017).…”

Classification of Students In Terms of Student’s, Teacher’s and Instructional Qualifications Based on TIMSS-2015

“…Öğretmen kalitesinin, öğretimsel kalitenin ve çeşitli öğrenci niteliklerinin akademik başarı ile ilişkilerinin incelendiği araştırmalarda (Akyüz, 2014;Buluç, 2014;Blömeke ve diğerleri., 2016;Butakor, 2016;Eklöf, 2007;Gustafsson ve Nilsen, 2016;Hong, 2012;House ve Telese, 2008;L. Rutkowski ve D.Rutkowski, 2016;Nortvedt ve diğerleri., 2016;2011;Stemler, 2001;Yayan, 2003;Yalçın ve diğerleri., 2017;Yoshino, 2012) yaygın olarak yapısal eşitlik modelleme, hiyerarşik lineer modelleme, path (yol) analizi ve regresyon analizlerinin kullanıldığı görülmektedir.…”

The home environment as a predictor of mathematics achievement in Ghana

“…For instance, Butakor (2016) focused on attitudinal and instructional variables; students' personal and school based factors were the focus of Enu et al (2015). However, research has shown that the home environment has significant effects on students' educational achievement (Mahanta, 2014;Visser, Juan, & Feza, 2015).…”