The Relationship Between Student Self Concept And Mathematics Achievement Among Eight Grade Students PDF Download

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The Relationship Between Student Self-concept and Mathematics Achievement Among Eight-grade Students

The Relationship Between Student Self-concept and Mathematics Achievement Among Eight-grade Students
Author: Theresa Burris-Woodward
Publisher:
Total Pages: 84
Release: 2012
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ISBN:
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The purpose of this project is to develop a mathematics program for use in an eighthgrade general math class which addresses student self-concept in mathematics focused on (a) a less intimidating, non-threatening classroom environment with a profusion of positive student reinforcement, (b) small cooperative student groups where students explore, problem-solve, reason, recognize thinking with logical justifications, (c) student perseverance, (d) effective classroom questioning to draw out student thinking, and (e) logical puzzles and critical thinking math problems. The objective of the project is to assist teachers and administrators in guaranteeing that all eighth-grade students have the opportunity to be successful in mathematics. Four lessons were designed around the California Mathematics and Common Core Standards. The lessons still need to be piloted and feedback from students and teachers would be beneficial to the effectiveness of each lessons implementation in a middle school mathematics classroom. Keywords: Academic achievement, non-threatening environment, self-concept, cognitive demand, classroom discourse, mathematical classroom discourse, math reasoning.

The Relationship of Student Self-concept to Academic Achievement in High School Math Students

The Relationship of Student Self-concept to Academic Achievement in High School Math Students
Author: Judson Miller
Publisher:
Total Pages: 96
Release: 2002
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ISBN:
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The purpose of this research was to bring into focus some of the affective issues that students face in the math classroom. It is my personal belief that too much attention has been given to cognitive issues in the classroom, especially within the subject of mathematics. The theoretical background of this study lies in previous work in self-concept. Specifically, this research looks at student voices to shed light upon the relationship of student self-concept and academic achievement. To this end, the research relies nearly entirely upon student interviews, which were conducted in Seattle Public School District with twelve 9th and 10th grade students. The students were chosen by the researcher in concert with their teachers to produce a sample that spanned the range of self-concept status. From the original twelve students, three students became the subject of a more specific focus within the study and were asked to complete a follow-up interview. The results of the study focus on specific patterns within four subsets of the entire sample. Commonalities and differences were analyzed in the following groups: students with high math achievement and high self-concept, high math achievement and low self-concept, low math achievement and high self-concept, low math achievement and low self-concept. Special focus was paid to students with high math achievement and low self-concept because of this group's cohesiveness and because of their seemingly counterintuitive attributes.

The Relationship Between Academic Self-concept and Math Achievement Among Students Without and with Learning Disabilities in Early and Late Adolescence

The Relationship Between Academic Self-concept and Math Achievement Among Students Without and with Learning Disabilities in Early and Late Adolescence
Author: Qiuying Zhang
Publisher:
Total Pages:
Release: 2016
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ISBN:
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Academic self-concept has been extensively studied in terms of its relationship with academic achievement. The existing research has portrayed three theoretical models for this relationship: Self-Enhancement Model, Skill Development Model, and Reciprocal Model. The majority of results have provided support for a Reciprocal Model. So far, little research has been done in this area for students with learning disabilities (LD). Previous research has suggested that students without and with LD demonstrate differing developmental patterns in academic self-concept and math achievement. This study thus examined the relationship between academic self-concept and math achievement among students without and with LD. Further, the relationship between academic self-concept and math achievement may differ based on the types of math achievement measures used. Thus, this study also examined the relationship between academic self-concept and math achievement using two types of math achievement measures: high-stakes (math Florida Comprehensive Achievement Test [MFCAT]) and low-takes (Woodcock-Johnson III Broad Math Test [WBMT]) standardized tests. This study used data from an existing federally-funded seven-year longitudinal study database (2001--2008, Principal Investigator: Marjorie Montague), which included 165 students without LD and 30 students with LD. Hierarchical regression analyses were conducted to examine the relationship between academic self-concept and two measures of math achievement from Grades 8 to 10 at different time points in early and late adolescence. The findings of this study found that WBMT scores in Grade 8 significantly predicted academic self-concept in Grade 10 in both students without and with LD. However, when using the MFCAT measure, MFCAT scores in Grade 8 predicted academic self-concept in Grade 10 only in students without LD but not students with LD. Recommendations for practice and future research are provided.