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Relevant bibliographies by topics / Classroom Participation in mathematics and Learning achievement in Mathematics / Dissertations / Theses

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Dissertations / Theses on the topic 'Classroom Participation in mathematics and Learning achievement in Mathematics'

Author: Grafiati

Published: 7 June 2025

Last updated: 2 August 2025

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1

Street, Karin Elisabeth Sørlie. "Students' mathematics self-efficacy : relationship with test achievement and development in the classroom." Thesis, University of Oxford, 2018. http://ora.ox.ac.uk/objects/uuid:3fb3778c-eb8f-4e27-8082-96cc0d53828a.

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Self-efficacy is individuals' judgments regarding their capabilities to carry out future tasks or challenges. These judgments of capability are related to important learning behaviours such as effort and persistence, performance, and choice of career path. In order to support students' continued engagement with and learning of mathematics, it is important to consider how students make sense of their mathematical experiences as well as the relationship between students' mastery experiences and mathematics self-efficacy. In this thesis I address important gaps in the literature in regard to the

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Ramaglia, Heather. "The flipped mathematics classroom: a mixed methods study examining achievement, active learning, and perception." Diss., Kansas State University, 2015. http://hdl.handle.net/2097/20540.

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Doctor of Philosophy<br>Curriculum and Instruction<br>David S. Allen<br>This study addresses how the flipped method of classroom instruction differs from traditional classroom instruction when comparing student achievement measures in middle and high school mathematics classrooms. The flipped classroom is defined by the Flipped Learning Network (2014) as an instructional method that moves direct instruction outside of the classroom in order to make room in the classroom for a more interactive learning environment where students can actively engage in the content. The flipped classroom strate

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Lack, Brian S. "Student Participation in Mathematics Discourse in a Standards-based Middle Grades Classroom." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/ece_diss/11.

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The vision of K-12 standards-based mathematics reform embraces a greater emphasis on students’ ability to communicate their understandings of mathematics by utilizing adaptive reasoning (i.e., reflection, explanation, and justification of thinking) through mathematics discourse. However, recent studies suggest that many students lack the socio-cognitive capacity needed to succeed in learner-centered, discussion-intensive mathematics classrooms. A multiple case study design was used to examine the nature of participation in mathematics discourse among two low- and two high-performing sixth grad

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Shininger, Karl A. "The Benefits of Using STAD in a Middle School Mathematics Classroom." Defiance College / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=def1281639234.

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Roscoe, Julia. "Effect of Service-learning Participation on High School Attendance and Science Achievement." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7424.

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Students at an alternative high school located in a northern Midwest state demonstrated low science achievement and high rates of student absenteeism. Students who do not attend school regularly and achieve in science courses are at risk of not graduating from high school, so teachers at the study school implemented a 16-day service-learning project embedded in a Grade 10 environmental science unit. The purpose of this study was to determine the effect of 10th-grade students' participation in the service-learning project on student science achievement and attendance. The theoretical framework

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Schroeder, Darin Craig. "A look at attitude and achievement as a result of self-regulated learning in the Algebra I classroom." Lexington, Ky. : [University of Kentucky Libraries], 2007. http://lib.uky.edu/ETD/ukyinam2007d00620/DarinCraigSchroeder.pdf.

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Thesis (Ph. D.)--University of Kentucky, 2007.<br>Title from document title page (viewed on September 4, 2007). Document formatted into pages; contains: viii, 132 p. : ill. (some col.). Includes abstract and vita. Includes bibliographical references (p. 100-105).

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Aluri, Venkata Lakshmi Narayana. "Influence of Students' Prior Knowledge and Classroom Learning Environment on Self-efficacy and Achievement in Mathematics." Thesis, Curtin University, 2018. http://hdl.handle.net/20.500.11937/69385.

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I validated a 56-item seven-scale mathematics learning environment survey and used it to quantify the joint influence of students’ prior knowledge and classroom learning environment on achievement when mediated by self-efficacy. The joint influence was significant only for high-ability students, whereas the direct and mediated effects of prior knowledge were significant for medium- and low-ability students. A tool was developed for teachers to identify for remedial counselling students who over-assume their capabilities of mathematics achievement.

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Seto, Cynthia. "Effectiveness of teachers’ participation in a mathematics networked learning community in terms of students’ classroom environments and attitudes to mathematics in Singapore." Thesis, Curtin University, 2014. http://hdl.handle.net/20.500.11937/437.

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The effectiveness of students’ attitudes and the teachers’ participation in a networked learning community was evaluated in terms of learning environments created by these teachers in their mathematics classrooms. Data were collected from 375 Grade 5 students from five primary schools in Singapore. A pretest–posttest quasi-experimental design revealed that pretest–posttest changes were larger in magnitude for the experimental group than for the comparison group for every learning environment and attitude scale.

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Hilton, Elton. "An evaluation of hands-on activities in terms of learning environment, achievement, and attitudes in grades 4 and 5." Thesis, Curtin University, 2006. http://hdl.handle.net/20.500.11937/2487.

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A sample of 817 Grade 4-5 mathematics students in the diverse school district of Miami-Dade County Public Schools (MDCPS), Florida, USA was involved in an evaluation of the use of hands-on activities in terms of students' achievement, students' attitudes and students' perceptions of the mathematics classroom environment. Other aims included validating generally-applicable measures of classroom learning environments and students' attitudes to mathematics, and investigating associations between the classroom learning environment and the student outcomes of performance and attitudes. The study wa

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Hilton, Elton. "An evaluation of hands-on activities in terms of learning environment, achievement, and attitudes in grades 4 and 5." Curtin University of Technology, Science and Mathematics Education Centre, 2006. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=17947.

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A sample of 817 Grade 4-5 mathematics students in the diverse school district of Miami-Dade County Public Schools (MDCPS), Florida, USA was involved in an evaluation of the use of hands-on activities in terms of students' achievement, students' attitudes and students' perceptions of the mathematics classroom environment. Other aims included validating generally-applicable measures of classroom learning environments and students' attitudes to mathematics, and investigating associations between the classroom learning environment and the student outcomes of performance and attitudes. The study wa

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11

Dominguez, Maria Ximena. "Risk and Resiliency in the Preschool Classroom: Examining the Effects of Problem Behaviors and Adaptive Learning Behaviors on Children's Early Academic Achievement." Scholarly Repository, 2010. http://scholarlyrepository.miami.edu/oa_dissertations/444.

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Problem behaviors early in the preschool year have been negatively linked to a variety of school readiness outcomes, including language, literacy and mathematics, both at the end of preschool and later on as children transition to elementary school. In order to inform preschool intervention efforts, the current study extends this research by examining the unique influence of internalizing and externalizing behaviors on children's growth in academic skills throughout the preschool year. Additionally, in order to identify mechanisms that may explain the associations between problem behaviors a

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Ye, Feifei. "Diagnostic assessment of urban middle school student learning of pre-algebra patterns." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1124253561.

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Thesis (Ph. D.)--Ohio State University, 2005.<br>Title from first page of PDF file. Document formatted into pages; contains xv, 256 p.; also includes graphics (some col.). Includes bibliographical references (p. 201-216). Available online via OhioLINK's ETD Center

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Ölmefors, Oscar. "Student Attitudes towards Flipped Classroom : A Focus Group Study on Attitude Change in Swedish Upper Secondary School, within Mathematics towards Flipped Classroom." Thesis, KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-189170.

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In traditional schooling, one-way monologue from teacher to student is the established way of communication in the classroom. Modern pedagogues are presently breaking free of this status quo. This master thesis explores whether there is a change in the student’s attitudes towards their schooling and whether there is an academic benefit for the student when applying a flipped classroom model. This study was performed in Swedish upper secondary school during the students’ last course in mathematics. The study was carried out using focus group interviews and direct participating observation.

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Uren, Grethe Rachelle. "Die invloed van geskikte agtergrondmusiek op die studie -oriëntasie en prestasie van graad 8-leerders in wiskunde / Grethe Rachelle Uren." Thesis, North-West University, 2009. http://hdl.handle.net/10394/4325.

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Cady, Julie. "The Implications of a High Academic Ability Learning Environment on Third Grade Gifted Students' Academic Achievement in Florida Public Schools." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5613.

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The purpose of this two year study was to investigate the implications of a high academic ability learning environment on the achievement scores of third grade gifted students who attended the Florida Brevard County Public School System. Learning environment was defined by the students' academic ability level, whether high academic ability or heterogeneous academic ability, and for this study was the independent variable. Academic achievement, as measured by the 2011 and the 2012 Florida Comprehensive Assessment Test&"174; 2.0 (FCAT 2.0) Mathematics and Reading Developmental Scale Scores (DS

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Whittington, Kayla Lee. "How Does a Next Generation Science Standard Aligned, Inquiry Based, Science Unit Impact Student Achievement of Science Practices and Student Science Efficacy in an Elementary Classroom?" PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3942.

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This study examined the impact of an inquiry based Next Generation Science Standard aligned science unit on elementary students' understanding and application of the eight Science and Engineering Practices and their relation in building student problem solving skills. The study involved 44 second grade students and three participating classroom teachers. The treatment consisted of a school district developed Second Grade Earth Science unit: What is happening to our playground? that was taught at the beginning of the school year. Quantitative results from a Likert type scale pre and post survey

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17

Schaper, Elizabeth A. "The impact of middle school students' perceptions of the classroom learning environment on achievement in mathematics." 2008. https://scholarworks.umass.edu/dissertations/AAI3325139.

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This study examined learning environments in middle school mathematics classes through the perspectives of high and low achieving students. The goal of the study was to determine which classroom learning environment factors are experienced differently by high achievers than they are by lower achieving students. The "What is Happening in Class" questionnaire and results of a standards-based mathematics assessment were used to identify participants with high mathematics achievement and relatively favorable perceptions of their classroom learning environment and students with low mathematics achi

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18

Li, Chiuchuan, and 李秋娟. "The Relations Mathematics Classroom Goal Structure, Family Parenting Style, Learning Engagement and Academic Achievement of Elementary School Students." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/53506455746660553806.

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碩士<br>東海大學<br>教育研究所<br>99<br>The purpose of this research was to explore the relations of mathematics classroom goal structure, family style, learning engagement and mathematics academic achievement to the students at elementary school. The samples of the research were the 5th graders of elementary school in Taichung County, collected from 24 elementary schools, 45 classes, altogether 1151 students. The instruments used in the study included Mathematics Classroom Goal Structures Scale, Family Style Scale and Learning Engagement Scale. The statistical methods used to analyze the data were descr

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CHENG, YU-CHEN, and 鄭玉眞. "An Action Research of Implementing Reciprocal Peer Tutoring Strategy in Eighth Grade Mathematics Classroom and Its Influence of Students’ Self-efficacy and Learning Achievement toward Mathematics." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/03395870383397033687.

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碩士<br>國立彰化師範大學<br>科學教育研究所<br>101<br>This study was aimed at applying action research to implementing reciprocal peer tutoring strategy and investigating the influence of student’s self-efficacy and learning achievements toward mathematics. The research was divided into three cycles for about twenty weeks. The research subject s were the students of an eighth grade class taught by the research, including thirteen boys and fourteen girls. The quantitative data included mathematics self-efficacy questionnaire and mathematics achievement tests, while the qualitative data included mathematics learn

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20

Wang, Yao-Tsung, and 王耀琮. "This research uses the TIMSS 2007 database of Taiwan to explore the relationships between the 4th grade pupils’ classroom learning,mathematical task, attitudes toward mathematics and achievement in the mathematics cognitive domains." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/22348593823437633858.

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碩士<br>國立新竹教育大學<br>人資處數學教育碩士班<br>98<br>This research uses the TIMSS 2007 database of Taiwan to explore the relationships between the 4th grade pupils’ classroom learning, mathematical task, attitudes toward mathematics and achievement in the mathematics cognitive domains. The data adopted Pearson’s product -moment correlation, multiple regression and the analysis of variance, etc. Major findings of this research are described as follows: 1.Pupils’ classroom learning and cognitive achievement have positive correlation. 2.By multiple regression analysis discussing variables relative to the ac

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21

Abiatal, Loide Kemanguluko Shafondyodi. "Constructivist assistive technology in a mathematics classroom for the deaf: an experiment in a rural Namibian primary school." Diss., 2019. http://hdl.handle.net/10500/26309.

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Text in English, Zulu and Afrikaans<br>The study investigated assistive technology for the deaf, specifically applied to the teaching and learning of mathematics at a rural Namibian special primary school. The problem was the lack of prior research about the effects of Constructivist assistive technology for guiding Namibian special schools and educators. The objective was to conduct an experiment with deaf learners and interviews with the teachers involved. The study was a mixed methods study, involving quantitative academic achievement data and qualitative interview data. The findings

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22

Hung, Chieh-Chih, and 洪杰志. "The Effects of Flipped Classroom Instruction Integrated with Q & A on Junior High School Students' Learning Achievement and Motivation in Mathematics: An Illustration with Bivariate Linear Equations." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/ye8ajg.

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碩士<br>國立交通大學<br>理學院科技與數位學習學程<br>104<br>"Flipped classroom" is an instructional strategy that reverses the traditional classroom instruction. In a traditinal classroom, the teacher delivers instructional content in class and students complete assignments at home. While in a flipped classroom, students watch online instructional content at home, and discuss concepts in the classroom with the guidance of the instructor. In this study, students watched online lecture prepared by the teacher at home and learned according to their needs and learning pace. To compensate for the lack of self-study stu

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Kim, Jung-in 1978. "An integrative cultural view of achievement motivation in learning math : parental and classroom predictors of goal orientations of children with different cultural and ethnic backgrounds." 2008. http://hdl.handle.net/2152/18130.

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With the remarkable increase in immigration since the passage of the 1965 Immigration Act, approximately one in five children in the United States has at least one foreign-born parent (Hernandez & Charney, 1998). This study was an investigation of how students’ perceptions of their parents shaped the kind and degree of motivational goal orientations that they adopted in their mathematics classroom taking students’ different cultural and ethnic backgrounds into account. In this study, students of different ethnic backgrounds enrolled in an American high school reported their achievement goal or

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24

Hagoramagara, Franco. "The impact of grade 10 learners' behaviour on their academic performance in mathematics." Diss., 2015. http://hdl.handle.net/10500/19833.

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The aim of this study was to identify types of behaviour manifested by learners during mathematics instruction, and the impact that this behaviour might have on the mathematics performance of learners. The study was conducted in Far East cluster of Johannesburg East District, in the province of Gauteng, South Africa. At the time of the study the Far East cluster of Johannesburg East District consisted of a population of seven public high schools, of which two schools were randomly sampled to participate in the study. Participants consisted of (n=10) Grade 10 mathematics learners, 2 mathematic

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