Predicting Mathematics Achievement: The Influence of Prior Achievement and Attitudes

Abstract

Achievement in mathematics is inextricably linked to future career opportunities, and therefore, understanding those factors that influence achievement is important. This study sought to examine the relationships among attitude towards mathematics, ability and mathematical achievement. This examination was also supported by a focus on gender effects. By drawing on a sample of Australian secondary school students, it was demonstrated through the results of a multivariate analysis of variance that females were more likely to hold positive attitudes towards mathematics. In addition, the predictive capacity of prior achievement and attitudes towards mathematics on a nationally recognised secondary school mathematics examination was shown to be large (R 2 = 0.692). However, when these predictors were controlled, the influence of gender was non-significant. Moreover, a structural equation model was developed from the same measures and subsequent testing indicated that the model offered a reasonable fit of the data. The positing and testing of this model signifies growth in the Australian research literature by showing the contribution that ability (as measured by standardised test results in numeracy and literacy) and attitude towards mathematics play in explaining mathematical achievement in secondary school. The implications of these results for teachers, parents and other researchers are then considered.

The Effect of Teacher Charisma on Student Attitude Towards Calculus Learning

“…Frenzel, Pekrun and Goetz, with a sample of 5th grade students, found that girls reported significantly more anxiety, hopelessness and shame, and less enjoyment and pride than boys [22]. In contrast to those studies, there are some other studies which suggest that females are more likely to hold positive attitudes toward mathematics or perceived mathematics as more important than males [23] [24]. However, there are many studies suggest that there is no significant difference between attitude towards mathematics among different gender students [3] [4] [5] [25].…”

Reciprocal Relationships between Mathematics Anxiety and Attitude towards Mathematics in Elementary Students

“…In the same way, students' views on usefulness and significance of mathematics are related to their mathematics performance (Kiwanuka et.al, 2017). Hemmings et al (2011) found prior achievement and attitudes towards mathematics to be highly predictive of student performance. The study of Mata, Monterio and Peixoto (2012) highlighted the effect of mathematics achievement and grade level on positive attitude towards mathematics.…”

Utilizing Traditional Cognitive Measures of Academic Preparation to Predict First-Year Science, Technology, Engineering, and Mathematics (STEM) Majors' Success in Math and Science Courses

“…All of these data, when compared to the results of the other analyses, indicated that this variable had more predictive power than any other individual variable except for unweighted high school GPA. That supported studies from the literature that have found students' high school math preparation to be a significant factor for predicting success in college math courses (Hemmings et al, 2011;Kessel & Linn, 1996;Levin & Wyckoff, 1991;Sadler et al, 2012;Veenstra et al, 2008). Since the statistics for the overall model of predictors indicated that this predictor variable was not significant (Wald = 2.764, p = .096), we must fail to reject this null hypothesis.…”

“…A study involving college students in Australia concluded that both prior math achievement and attitude toward math were highly predictive of later success (Hemmings, Grootenboer, & Kay, 2011). According to Kessel and Linn (1996), both previous grades and entrance exams (i.e., SAT) significantly predict success in college math courses.…”