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Assessment Of The Effects Of Affective Student Characteristics And Educational Background On Mathematics Achievement At The Level Of Higher Education In Cameroon
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Book Synopsis Assessment of the Effects of Affective Student Characteristics and Educational Background on Mathematics Achievement at the Level of Higher Education by : Mathew Akoko
Download or read book Assessment of the Effects of Affective Student Characteristics and Educational Background on Mathematics Achievement at the Level of Higher Education written by Mathew Akoko and published by GRIN Verlag. This book was released on 2011-06 with total page 217 pages. Available in PDF, EPUB and Kindle. Book excerpt: Doctoral Thesis / Dissertation from the year 2010 in the subject Sociology - Knowledge and Information, grade: A, ( Atlantic International University ) (School of Social and Human Studies), course: Doctorate in Education, language: English, abstract: The primary purpose of this research was to investigate the effects of individual student affective factors and educational background on mathematics achievement among higher education students as measured by semester grades in the core mathematics courses. Student Locus of Control, Self-Efficacy, and Mathematics Anxiety were the specific individual student affective factors that were examined in the study. Educational backgrounds of the students were examined as an attempt to explain the differences in mathematics performance at the higher education level. To achieve this, high school teacher characteristics and instructional practices in influencing students' affective factors were examined. All of the analyses presented were performed on data collected for the study from two institutions of higher education in Cameroon for the student participants and from high school mathematics teachers of the English-Speaking and the French-Speaking subsystems of education. The results of the study show that student internal locus of control, high mathematics self-efficacy, and Mathematics Anxiety were associated with performance in mathematics at the higher education level. The results also revealed a high significant difference in the performance of the students in mathematics from the two educational backgrounds, the English-Speaking and French-Speaking. The results of the study revealed that the English-Speaking subsystem of education is suffering from an acute shortage of qualified high school mathematics teachers. The results show that only 10.5% of the high school mathematics teachers who participated in the study had postgraduate qualifications as against 56.9% for mathematics teachers of the French-Speaking subsy
Book Synopsis Assessment of the Effects of Affective Student Characteristics and Educational Background on Mathematics Achievement at the Level of Higher Education in Cameroon by : Mathew Akoko
Download or read book Assessment of the Effects of Affective Student Characteristics and Educational Background on Mathematics Achievement at the Level of Higher Education in Cameroon written by Mathew Akoko and published by GRIN Verlag. This book was released on 2011-06-03 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: Doctoral Thesis / Dissertation from the year 2010 in the subject Sociology - Knowledge and Information, grade: A, ( Atlantic International University ) (School of Social and Human Studies), course: Doctorate in Education, language: English, abstract: The primary purpose of this research was to investigate the effects of individual student affective factors and educational background on mathematics achievement among higher education students as measured by semester grades in the core mathematics courses. Student Locus of Control, Self-Efficacy, and Mathematics Anxiety were the specific individual student affective factors that were examined in the study. Educational backgrounds of the students were examined as an attempt to explain the differences in mathematics performance at the higher education level. To achieve this, high school teacher characteristics and instructional practices in influencing students’ affective factors were examined. All of the analyses presented were performed on data collected for the study from two institutions of higher education in Cameroon for the student participants and from high school mathematics teachers of the English-Speaking and the French-Speaking subsystems of education. The results of the study show that student internal locus of control, high mathematics self-efficacy, and Mathematics Anxiety were associated with performance in mathematics at the higher education level. The results also revealed a high significant difference in the performance of the students in mathematics from the two educational backgrounds, the English-Speaking and French-Speaking. The results of the study revealed that the English-Speaking subsystem of education is suffering from an acute shortage of qualified high school mathematics teachers. The results show that only 10.5% of the high school mathematics teachers who participated in the study had postgraduate qualifications as against 56.9% for mathematics teachers of the French-Speaking subsystem. The study recommends the need to replace the present GCE Advanced Level Further Mathematics syllabus with one that reflects the view that Further Mathematics is a subject studied mainly by potential mathematics graduates. The syllabus should have, as one of its objectives, the provision of a link between High School Mathematics and University Mathematics. While improving on the syllabus and the examination system, due consideration should also be given to the problem of acute shortage of qualified high school mathematics teachers for the English-Speaking subsystem of education in Cameroon.
Book Synopsis EFFECTS OF APPLYING STUDENT-CENTERED TECHNIQUES IN MATHEMATICS ACHIEVEMENT by :
Download or read book EFFECTS OF APPLYING STUDENT-CENTERED TECHNIQUES IN MATHEMATICS ACHIEVEMENT written by and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract : This study investigated the effects of using student-centered techniques in math Form 2 (Eighth Grade) and the relationship among English literacy, Math Literacy, interest in math, study habits, home background and owning the Cameroonian math textbook with mathematical achievement. Data were collected from four different schools in the North West region of Cameroon. The experimental schools (GHS Shisong and GHS Kiyan) used student-centered techniques while the control schools (St. Peters and St. Francis) used teacher-centered techniques. Results showed that there was an improvement on mathematical achievement in one of the experimental schools due to the use of student-centered techniques. There was also a positive correlation between achievement and math literacy, math interest and study habits. English literacy, home background and owning the textbook didn't show any significant correlation with achievement. Based on these findings we suggest further research with a similar population and longer intervention time.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 1989 with total page 810 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Mathematical learning and its difficulties by : Linda Salihu
Download or read book Mathematical learning and its difficulties written by Linda Salihu and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The aim of this study was threefold. First, it aimed to examine the effect of instructional feedback clarity on the learning and motivation of students with mathematical difficulties, as well as to assess whether their mathematics achievement is affected by socioeconomic background, gender, and performance level. Second, the study aimed to explore the relations between instructional feedback clarity in mathematics lessons and achievement in math cognitive domains (knowing, applying, and reasoning), along with motivation and confidence in mathematics. Third, the study also aimed to investigate whether the achievement and motivation of students with math difficulties are predicted by the level of instructional feedback clarity and confidence in mathematics when considering their socioeconomic factors. The study was an analysis of low performance in mathematics of fourth-grade students from Kosovo in Trends in International Mathematics and Science Study (TIMSS) 2019. The TIMSS 2019 dataset for the Kosovo national sample of 4495 students, nested in 219 classrooms from 145 schools was used to conduct a secondary data analysis. From this sample, 2708 students identified with low performance in the TIMSS 2019 mathematics assessment were the focus of the present study. Results of the study showed that the vast majority of fourth-grade students with mathematical difficulties reported that instructional feedback they received in math lessons was of high clarity. However, the percentage of students with low achievement in mathematics was also high. There was a significant difference in students’ mathematics achievement in terms of their background characteristics and performance level. The results showed that overall math achievement and motivation were higher for students who reported high clarity of instructional feedback compared to students who reported moderate to low clarity of instructional feedback in mathematics lessons. The same effect was observed on mathematics cognitive skills: math knowing, math applying, and math reasoning. Moreover, the clarity level of instructional feedback and the confidence level in mathematics were explanatory predictors of students’ mathematics achievement and motivation in mathematics even when considering their socioeconomic status, which also added to the explanatory variance in math outcomes. Implications of the findings for the educational policy and instructional practice were discussed.
Book Synopsis Attending to the Affective Domain: Mathematics in a Suburban Community College by : Jeremy Jason Talaoc
Download or read book Attending to the Affective Domain: Mathematics in a Suburban Community College written by Jeremy Jason Talaoc and published by . This book was released on 2019 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: To remain competitive in a global economy, it is imperative that institutions of higher education provide pathways to degree attainment (De Los Santos Jr. & De Los Santos, 2006). Despite this need, traditional approaches to developmental mathematics have become a roadblock to transfer-level mathematics classes and degree attainment. This study explored the impact of a developmental non-STEM course with embedded affective domain interventions (ADIs) on community college students. Using the mathematical resilience framework developed by Kooken et al. (2016), relationships among mathematical anxiety, mathematical resilience, and mathematical performance were investigated. The impact of ADIs on mathematical anxiety and mathematical resilience were also carefully analyzed.These goals were addressed using a mixed-methods study. A total of 134 students from seven sections of Pre-Statistics with embedded ADIs completed the initial pre-survey. Subsequently, 12 students from these classes were selected for a follow-up interview. The pre-survey data revealed statistically significant correlations among mathematical anxiety, mathematical resilience, and mathematical performance. That is, mathematical anxiety had a negative linear association with both mathematical resilience and mathematical performance. In contrast, mathematical resilience and mathematical performance were positively correlated. Additionally, the post-survey data found that there were significant gains in mathematical resilience levels and significant reductions in mathematical anxiety levels. Furthermore, student interviews and faculty observations were used to validate quantitative findings as well as provide a more profound understanding. Limitations of the study are discussed, and recommendations for future research, instructional programs, and policy were explored.
Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 1032 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Ability, Motivation, and Performance by : Fang-Shen Chiang
Download or read book Ability, Motivation, and Performance written by Fang-Shen Chiang and published by . This book was released on 1996 with total page 310 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author :Robert S. Prouty Publisher :Ann Arbor, Mich. : University Microfilms International ISBN 13 : Total Pages :514 pages Book Rating :4.3/5 (129 download)
Book Synopsis Mathematics Achievement and Self-esteem at Secondary Schools in Zaire by : Robert S. Prouty
Download or read book Mathematics Achievement and Self-esteem at Secondary Schools in Zaire written by Robert S. Prouty and published by Ann Arbor, Mich. : University Microfilms International. This book was released on 1987 with total page 514 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Impact Of Study Habits On Academic Performance in Mathematics. The Case of Senior Secondary School Students by : Toheeb Olatunji
Download or read book The Impact Of Study Habits On Academic Performance in Mathematics. The Case of Senior Secondary School Students written by Toheeb Olatunji and published by . This book was released on 2021-01-12 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt: Bachelor Thesis from the year 2019 in the subject Mathematics - Miscellaneous, grade: 4.02, University of Lagos, course: Mathematics and Education, language: English, abstract: The study examined study habits and academic performance of senior secondary school students in Mathematics. The main purpose of the study was to investigate the relationship between study habits and academic performance of senior secondary school students in Mathematics. To carry out this study, four research questions and one null hypothesis were raised to guide the study. The population of 1128 Senior Secondary School Two (SS2) students with a sample size of 200 respondents was selected from 5 public secondary schools for the study using simple random sampling technique. A structured questionnaire was used to gather data for the study, which consists of two sections (A and B), section A consist of 20 items while section B, consist of 30 achievement tests on mathematics. The reliability coefficient of 0.72 was obtained using Split Half Method. Data collected was analyzed using simple frequency counts, percentages and Pearson Product Moment Correlation Co-efficient (PPMC) and the hypothesis was tested at 0.05 level of significance using One-Way Analysis of Variance(ANOVA). However, the results revealed that there is significant relationship between study habits and academic performance of senior secondary school students in mathematics. Based on the result of the findings, it was recommended that group guidance should be organized in schools by professional counsellors in order to create awareness on how students can develop effective study habits which could lead to good academic performance in mathematics and a functional school library should be mounted in all the secondary schools.
Book Synopsis A Study of Affective Variables and Performance in Mathematics by : David Masaru Furuto
Download or read book A Study of Affective Variables and Performance in Mathematics written by David Masaru Furuto and published by . This book was released on 1981 with total page 406 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Comparing the Relationships Between Mathematics Achievement and Student Characteristics in Canada and Hong Kong Through HLM by : Jui-Chen Hsu
Download or read book Comparing the Relationships Between Mathematics Achievement and Student Characteristics in Canada and Hong Kong Through HLM written by Jui-Chen Hsu and published by . This book was released on 2007 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigates and compares the effects of student characteristics-socioeconomic status, sex, family structure and immigration background- on 15-year-old mathematics achievement in Canada and Hong Kong through HLM. Using PISA data in 2003, the results showed that 20% and 49% of the variance in mathematics achievement was accounted for by schools in Canada and Hong Kong. respectively. All student-level variables were significant in Canada model except family structure whereas only sex and immigration background were significant in Hong Kong model. At school level, the significant school aggregate variables had much larger effects on school average mathematics achievement in Hong Kong than those in Canada. The findings suggest that school composition has an effect on mathematics achievement over and above that of individual characteristics.
Book Synopsis Current Index to Journals in Education by :
Download or read book Current Index to Journals in Education written by and published by . This book was released on 2002 with total page 896 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research in Education written by and published by . This book was released on 1974 with total page 1208 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Influence of Continuous Assessment on Students’ Academic Achievement by : Hammed Popoola Aminu
Download or read book Influence of Continuous Assessment on Students’ Academic Achievement written by Hammed Popoola Aminu and published by GRIN Verlag. This book was released on 2020-07-08 with total page 23 pages. Available in PDF, EPUB and Kindle. Book excerpt: Academic Paper from the year 2020 in the subject Education - Educational Tests & Measurements, grade: 3.92, Ahmadu Bello University (Educational Psychology and Counselling), course: Guidance and Counselling, language: English, abstract: This study investigated the influence of continuous assessment on academic achievement of students as expressed by secondary school teachers in Ilorin metropolis. The descriptive survey design was employed for the study and random sampling technique was used to select 120 teachers in ten different secondary schools in Ilorin metropolis. The instrument used was a self-designed questionnaire with test re-test reliability coefficient of 0.89. Data collected were analyzed using percentage, t-test and Analysis of Variance (ANOVA) statistics. The findings of the study revealed that continuous assessment helps students to remember what has been learned, to concentrate effort on difficult areas of subject and helps identify their areas of strengths and weaknesses. It was also found that there was no significant difference in the teacher’s view of influence continuous assessment to students’ academic achievement based on gender and educational qualification.
Book Synopsis American Doctoral Dissertations by :
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1995 with total page 896 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Cracking the code written by UNESCO and published by UNESCO Publishing. This book was released on 2017-09-04 with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report aims to 'crack the code' by deciphering the factors that hinder and facilitate girls' and women's participation, achievement and continuation in science, technology, engineering and mathematics (STEM) education and, in particular, what the education sector can do to promote girls' and women's interest in and engagement with STEM education and ultimately STEM careers.
