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PERFORMANCE BEYOND ABILITY: EXPLORING THE RELATIONSHIP BETWEEN MOTIVATION AND MATHEMATICS ACHIEVEMENT AT COMMUNITY COLLEGES.

PERFORMANCE BEYOND ABILITY: EXPLORING THE RELATIONSHIP BETWEEN MOTIVATION AND MATHEMATICS ACHIEVEMENT AT COMMUNITY COLLEGES.
Author: Ezell Wesley Allen
Publisher:
Total Pages: 0
Release: 2020
Genre:
ISBN:
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Mathematics achievement, both in high school and early in college, is one of the strongest predictors of college completion. Research has shown that math interest, utility, engagement, self-efficacy, and identity are related to mathematics achievement. Hence, this study uses structural equation modeling to evaluate Fords (2017) empirical model linking mathematics beliefs and achievement, which expanded on Eccles model of achievement-related choices (2005) and Middletons model of mathematics achievement (2013). This study also moves beyond the Allen (2019) limitations by exploring institutions that are different in geographic locations. With the new expanded scope, this study adds to the growing body of research specifically dedicated to exploring the elements affecting mathematics achievement at the community college level. This study also surveys students in a broad range of mathematics courses, ranging from developmental/foundational courses to college/transfer level courses. Multiple institutions are used to assess regional differences and to add to the generalizability of the results. Ultimately, this study is dedicated to understanding how student mathematical achievement at the community college level can be better understood through an assessment of five motivational constructs. The results showed that the models all exhibited reasonable model fit to the proposed model for exploring mathematics achievement at the community college level. Results also showed that there were significant differences in three paths. Both the Utility to Self-Efficacy and the Engagement to Achievement pathways were not significant with College A. Additionally, the Self-Efficacy to Engagement pathway was not significant with College A, College C and the Combined college data..

1 + 1 Is Not Always 2

1 + 1 Is Not Always 2
Author: Lina Shanley
Publisher:
Total Pages: 9
Release: 2015
Genre:
ISBN:
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Preparing every student to be college and career ready by the time they graduate from high school has become a national policy priority. Although a variety of academic skills are required for postsecondary success, mathematics achievement is a particularly influential factor in college and career readiness (Pellegrino & Hilton, 2012). Research suggests that college and career readiness efforts in mathematics likely need to start in the primary grades because kindergarten academic skills, measured upon school entry are highly predictive of academic performance at the end of first grade and well beyond. This descriptive study utilizes an extant, observational, nationally representative data set to describe and explore relationships between student demographic characteristics, mathematics achievement, and mathematics self-efficacy. Preliminary findings suggest that early mathematics achievement growth may behave differently based on SES and sex. Complete analyses will allow for a closer examination of the relationships between mathematics achievement and self-efficacy development for different students. This knowledge can support instructional planning and inform the development of targeted interventions that can support academic achievement and intra and interpersonal skill development. Figures are appended.

Motivational Profiles in TIMSS Mathematics

Motivational Profiles in TIMSS Mathematics
Author: Michalis P. Michaelides
Publisher: Springer
Total Pages: 144
Release: 2020-09-11
Genre: Education
ISBN: 9783030261856
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This open access book presents a person-centered exploration of student profiles, using variables related to motivation to do school mathematics derived from the IEA’s Trends in International Mathematics and Science Study (TIMSS) data. Statistical cluster analysis is used to identify groups of students with similar motivational profiles, across grades and over time, for multiple participating countries. While motivational variables systematically relate to school outcomes, linear relationships can obscure the diverse makeup of student subgroups, each with varying combinations of motivation, emotions, and attitudes. In this book, a person-centered analysis of distinct and meaningful motivational profiles and their differences on sociodemographic variables and mathematics performance broadens understanding about the role that motivation characteristics play in learning and achievement in mathematics. Exploiting the richness of IEA’s TIMSS data from many countries, extracted clusters reveal consistent, as well as certain nuanced patterns that are systematically linked to sociodemographic and achievement measures. Student clusters with inconsistent motivational profiles were found in all countries; mathematics self-confidence then emerged as the variable more closely associated with average achievement. The findings demonstrate that teachers, researchers, and policymakers need to take into account differential student profiles, prioritizing techniques that target skill and competence in mathematics, in educational efforts to develop student motivation.

Exploring Research on Issues Impacting Mathematics in Community Colleges and Raising Questions for Future Research

Exploring Research on Issues Impacting Mathematics in Community Colleges and Raising Questions for Future Research
Author: June Lundy Gaston
Publisher:
Total Pages: 22
Release: 2009
Genre:
ISBN:
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Two-year colleges have an important role in the educational and economic advancement of the United States, particularly during the current economic crisis. They offer access to higher education for economically and/or educationally impoverished students, as well as for those who have simply returned for further study. Two-year colleges provide academic training for those seeking to upgrade their skills to qualify for promotion or a new career. The colleges also have a crucial role in the recruitment, training, and professional development of STEM educators. How can community college faculty best help such a diverse group of students achieve a level of mathematical proficiency that will help them meet their personal, academic and career goals? What does research suggest about coursework that will facilitate the development of abstract reasoning skills that lead to proficiency in higher level academic and career-related problem solving? The American Mathematical Association of Two-Year Colleges (AMATYC) indicates that educators should continue to search for strategies to address various issues such as choice of appropriate mathematics content, effective instructional strategies, use of technology, teacher preparation, and professional development for faculty and support staff (2006). Research and recent legislation (America COMPETES 2007) also promotes k-16 mathematics coursework alignment that impels all mathematics educators to know not only the content of the coursework they teach but "the connections of that content to other important mathematics, both prior to and beyond the level they are assigned to teach" (National Mathematics Advisory Panel 2008, p. 37). This exploration is thus guided by long-standing questions from k-16 mathematics educational research; it ends with questions for further research.

Relationship of performance in developmental mathematics to academic success in intermediate algebra

Relationship of performance in developmental mathematics to academic success in intermediate algebra
Author: Laurence F. Johnson
Publisher:
Total Pages: 390
Release: 1993
Genre: Algebra
ISBN:
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The study explored the relationship between student academic performance in an exit-level, developmental mathematics course and subsequent academic performance in a college-level mathematics course. Using an ex post facto research design, the study focused specifically on the influence of three sets of factors: (a) demographic characteristics, (b) "stopping-out," and (c) the developmental course. The criterion variables were college-level performance, defined in terms of the student's course grade, and college-level persistence, defined in terms of whether or not the student officially withdrew from the course. A convenience sample of 824 community college students who had completed both the exit-level developmental mathematics course and the entry-level college course during a three-year period from fall 1989 to summer 1992 was used for the data set; the students in the set were shown to be similar to several populations of developmental students. Discriminant function analysis indicated that the data supported the hypotheses. The discriminant function was calibrated on 364 cases randomly selected from the data set; the remainder of the cases were used to cross-validate the results. Cross-validated correct classification rates of 76.74% for academic success and 81.09% for persistence were obtained. The major conclusions of the study were: (1) Developmental course performance is a significant discriminator of college-level mathematics performance and persistence. (2) The length of time a student allows to pass between exiting the developmental course and entering the college-level course is a negatively related discriminator of both college-level performance and persistence. (3) Student age is a positively related discriminator of college-level mathematics performance. (4) The number of attempts at the developmental course is a negatively related discriminator of persistence. (5) African American completers of developmental mathematics appear to be more likely to withdraw from entry-level college mathematics than developmental completers in other ethnic groups. (6) Poor performance in exit-level developmental mathematics greatly increases the risk of failure or attrition for students in entry-level college mathematics. The implications of these results and those of several post hoc analyses were discussed in terms of their theoretical and applied contributions, the limitations of the study were detailed, and suggestions made for future research.

The Role of School and Motivational Factors in Mathematics Achievement and Self-efficacy

The Role of School and Motivational Factors in Mathematics Achievement and Self-efficacy
Author: Enock Obuba Meshack
Publisher:
Total Pages: 113
Release: 2013
Genre: Academic achievement
ISBN:
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Abstract: Mathematics performance in the U.S., relative to other developed countries remains unsatisfactory despite the emphasis on teacher training, rigor in teaching, and provision of physical resources, adjustments in curriculum and utilization of modern technology. Psychological aspects such as motivation and self-efficacy, which are known to have significant relationships to academic outcomes, have not been sufficiently and exhaustively studied in relation to mathematics achievement. This study used the Educational Longitudinal Survey of 2002 (ELS-2002) data available from the National Center for Educational Statistics (NCES) to explore the relationship between the students' psychological attributes and their mathematics achievement. The ELS-2002 was a survey of a nationally representative sample of 16,197 students, their parents, English and mathematics teachers and principals from 1,964 schools. The initial survey was done when students were in 10th grade, with follow-ups in 2004 at 12th grade, and 2006 after graduation. The purpose was to understand the role of motivational attributes in mathematic achievement to advance knowledge on programming intervention. The study revealed that mathematics achievement and mathematics self-efficacy were both significantly dependent on gender, race, and the four motivational dimensions (individual determination, effort and persistence, learner preparedness and extrinsic motivation). The factors accounted for a variance of 34% in mathematics achievement, and 23% in mathematics self-efficacy. A bidirectional relationship between achievement and self-efficacy was confirmed. A two-level hierarchical linear model was used to determine the extents to which school contextual variables can predict students' mathematics performance and self-efficacy, while controlling for students' individual characteristics and psychological attributes. The results revealed that school socioeconomic status, school climate, school sponsor (public, Catholic and other private), and school location (rural, suburban and urban) mediated the strength of the relationship between the motivational factors, and moderated the gender and race gaps in mathematics achievement and mathematics self-efficacy. School climate was found to have a moderate relationship, while socioeconomic status had a strong relationship with mathematics achievement and self-efficacy. The study established that students' psychological states play an important role in mathematics achievement. The strengths of the roles depend on school contexts, gender and race. It is recommended that mathematics teachers understand their student's motivation states in their school context, and program mathematics intervention accordingly. Similar effort, emphasis and support, as given to training, facilities, curriculum and technology should be expended unto students' motivational factors, to address the mathematics underachievement from another perspective. Gender and race gaps in mathematics achievement can be reduced if these grouping demographic characteristics are used to identify the different relationships with motivation, self-efficacy, and achievement, and to then tailor intervention according to the relationships. Further studies to identify teacher and school practices that can impact students' psychological attributes, broken down by school contexts and demographic characteristics are recommended.

Resources in Education

Resources in Education
Author:
Publisher:
Total Pages: 372
Release: 1998
Genre: Education
ISBN:
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