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Dissertations / Theses on the topic 'Mathematics Academic achievement'

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Published: 4 June 2021

Last updated: 8 February 2022

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1

Sasser, Jennifer. "Elementary teachers' perceived mathematics anxiety and teaching efficacy in relationship to students' mathematics achievement." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4567.

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The focus of this research was to determine to what extent, if any, there were relationships among elementary teacher anxiety about learning mathematics, their anxiety about the mathematics they teach, their mathematics teaching efficacy beliefs, and their students' mathematics achievement. The researcher also investigated potential intervening variables such as gender, grade level taught, level of college degree, and years of teaching experience, that may influence these relationships. Teachers (N = 119) from 11 elementary schools in a west central Florida school district participated in this study and completed the Mathematics Anxiety and Teaching Efficacy Survey. Survey data on mathematics anxiety and teaching efficacy were analyzed and correlated with mathematics achievement data, as measured by the 2009 Florida Comprehensive Assessment Test (FCAT) mathematics subtest. Through a review of the research results and related literature, the researcher concluded that there was not a statistically significant relationship between teachers' perceived mathematics anxiety, anxiety about teaching mathematics, and student achievement. However, mathematics teaching efficacy was significantly correlated in a positive direction with student achievement. Review of the data also revealed that there was a statistically significant positive correlation between teachers' perceived mathematics anxiety and anxiety about teaching mathematics. Additionally, there was a significant negative correlation between anxiety about teaching mathematics and mathematics teaching efficacy.
ID: 028731736; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2010.; Includes bibliographical references.
Ed.D.
Doctorate
Department of Educational Research, Technology, and Leadership
Education

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2

Yum, Kim-hung. "Within the IEA Third international Mathematics and Science Study (TIMSS) : the relationship between family background and mathematics achievement of Hong Kong students /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17597730.

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3

Li, Ting-on. "Schooling effects on mathematics achievement at sixth form level in Hong Kong." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B38626895.

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4

Leung, Hei Pak. "Evaluation of students' achievement and attitudes in primary school mathematics." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13999588.

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5

Wang, Ze. "Academic motivation, mathematics achievement, and the school context building achievement models using TIMSS 2003 /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5520.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2008.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on July 31, 2009) Includes bibliographical references.

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6

Miller, Daniel R. Day Roger P. "Exploring the integration of technology in collegiate mathematics." Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9927772.

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Thesis (Ph. D.)--Illinois State University, 1999.
Title from title page screen, viewed July 19, 2006. Dissertation Committee: Roger Day (chair), Beverly S. Rich, Michael Plantholt, Sherry Meier, Patricia Klass. Includes bibliographical references (leaves 99-107) and abstract. Also available in print.

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7

Zgraggen, Franziska D. "The effects of frequent testing in the mathematics classroom." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009zgraggenf.pdf.

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8

Kozlak, Jonathan Michael. "Effect of formative assessment on achievement in mathematics /." Full Text (HTML) Full Text (PDF) Abstract, 2009. http://eprints.ccsu.edu/archive/00000565/02/2005FT.htm.

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Thesis (M.S.) -- Central Connecticut State University, 2009.
Thesis advisor: Philip P. Halloran. "... in partial fulfillment of the requirements for the degree of Master of Science in Mathematics." Includes bibliographical references (leaves 36-39). Also available via the World Wide Web.

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9

Shaw, Cindy Chesley. "The effects of a standards-based mathematics curriculum on the self-efficacy and academic achievement of previously unsuccessful students." [Boise, Idaho] : Boise State University, 2009. http://scholarworks.boisestate.edu/td/15/.

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10

Zaller, Andrew B. "The relationship between school bureaucratization and academic achievement /." Access abstract and link to full text, 1987. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8711960.

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11

Jacobs, Sylvie Fontaine. "The effect of Student Response System on student academic achievement in mathematics." Thesis, University of Phoenix, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3572916.

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Too often, low socioeconomic school districts are associated with low performing students. The NCLB Act of 2001 dictates closure of the achievement gap by year 2014. Twenty-first century education must include instructional practices that use technology to enhance student learning. The non-experimental quantitative causal-comparative research study examined archival data from a Northwestern Arizona school district which included two dependent variables—the spring AIMS assessment and the spring ATI assessment. The statistical analysis used descriptive statistics to determine the effect of SRS on student academic achievement in mathematics. The data derived from 7th and 8th grade students to examine the ratio of the students’ scores in the highest category named Above, that included students’ scores which performed in the higher performance scale ranges on both assessments comparing the ratio of students’ scores in the Below category, that included students’ scores which performed in the lowest performance ranges on both assessments. Since the school district did not purchase the SRS technology until the 2010-2011 school year, the archival data from 2010 spring tests when students did not utilize SRS in the classroom was compared to the archival data from 2011 spring tests when students utilized SRS in the classroom environment. The data was compared horizontally from one year to the other: 7th grade to 7th grade and 8th grade to 8th grade on each test. In addition, the data was compared vertically from one year to the other: 7th grade to 8th grade on each test. The results of the research study can be used and replicated to help close the achievement gap.

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12

Guyton, Kori Nicole. "Impact of Acceleration on Gifted Learners' Academic Achievement and Attitudes Toward Mathematics." Thesis, Piedmont College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722953.

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The purpose of this study was to investigate the effects of mathematical acceleration on gifted learners’ academic achievement. The study compared academic achievement and mathematical attitudes of accelerated and nonaccelerated first through third grade gifted students. The study was conducted using a causal-comparative, quantitative design with pre and post assessments from STAR Math for achievement and the Attitudes Toward Mathematics Inventory to evaluate change in attitudes toward the accelerated subject. Independent samples t-tests were used to analyze the differences in growth in the accelerated gifted groups’ and nonaccelerated gifted groups’ STAR Math achievement scores and attitudes on the Attitudes Toward Mathematics Inventory. Results indicated a slight increase for the accelerated gifted learners in the area of achievement. However, the differences in growth in mean scores for achievement was not statistically significant. In the area of attitudes, the domains of enjoyment and confidence reported statistically significant differences in the growth in mean scores for accelerated gifted learners. Nonaccelerated gifted learners showed the greatest growth in mean scores for the doain of motivation. However, the domain of value did not note statistically significant differences in the growth in mean scores for accelerated or nonaccelerated gifted learners.

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13

Schlabra, Michael R. "The effectiveness of Mathematics and Science Partnership (MSP) grants on student achievement." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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14

Wolfe, Kristen E. "The Core Plus Mathematics Project and high school students' mathematics achievement." Cleveland, Ohio : Cleveland State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=csu1216499106.

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Thesis (M.Ed.)--Cleveland State University, 2008.
Abstracts. Title from PDF t.p. (viewed on Jan. 29, 2009). Includes bibliographical references (p. 22-23). Available online via the OhioLINK ETD Center. Also available in print.

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Hart, Brandon T. "The implementation of portfolio assessment into the secondary mathematics curriculum /." Electronic version (PDF), 2006. http://dl.uncw.edu/etd/2006/hartbt/brandonhart.pdf.

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16

Arico, Rebecca A. "Effect on student achievement and attitudes towards learning mathematics when integrating children's literature into a mathematics lesson." Honors in the Major Thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1017.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Education
Elementary Education

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17

Van, der Bergh Erika. "The influence of academic self-confidence on mathematics achievement / Erika van der Bergh." Thesis, North-West University, 2013. http://hdl.handle.net/10394/10180.

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It seems as if there is a continued problem with mathematical performances nationally. The rate, at which FET (Further Education and Training) phase learner s discontinue Mathematics as a result of poor mathematical performances, is of great concern. This research study determined how academic self-confidence could have an influence on learners’ abilities to perform in Mathematics. The literature review confirmed that there could be a link between academic self-confidence and mathematical performance. Consequently, the researcher wanted to establish if the same could be found at a school where the emphasis is very much on mathematical achievement. The school is based in Northern Johannesburg (D10) in Gauteng, South Africa. By applying an explanatory mixed method approach (quantitative, followed by qualitative methods), the researcher identified a clear link between this school’s learners’ abilities to perform in Mathematics and their academic self-confidence. Amongst others, positive links were also identified between the learner s’ comprehension of Mathematics, their problem- solving skills as well as educator assistance, which in turn influence their academic self - confidence and consequently al so their performance s. A cycle of mathematical influences was identified that demonstrated that the influence i s not only working one way, but that a cycle forms; academic self-confidence influences the learner’s ability to perform in mathematics and mathematical performance s al so influence academic self - confidence, causing a continuous cycle of influence.
MEd (Learner Support), North-West University, Vaal Triangle Campus, 2013

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18

Taylor, Tresa S. "Do Minutes Matter? Connecting Tardiness to Academic Achievement." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc700113/.

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Within the scope of all that is expected to be accomplished in education, what difference does a tardy make? This study was designed to examine the significance of tardiness, as it relates to student achievement, as measured by the results of the state math test. It also investigated the generation of change by the campus administrator to improve punctuality, with a new method of enforcing the tardy policy with the use of an electronic data system. This study used archived data from the one high school in a suburban school district in Texas. From a student population of 2,631, two subject groups of 919 and 1,310 were determined. Spearman rho results confirmed a moderate inverse relationship between student tardiness and results on the state math test. Descriptive discriminant analysis indicated that tardiness contributed to 25% of the variance in the results on the state math test, when considered alone, and had a smaller contribution when considered with other variables. A visual review of the data portrayed an inverse relationship between the occurrences of tardiness and the pass/fail results on the state math test; as tardiness increased, passing rates decreased. Wilcoxon signed rank test results revealed a reduction in the magnitude of tardiness with the implementation of a new method of enforcing the tardy policy. Tardiness does impact academic achievement, as affirmed in this study. Also, the campus administrator can implement changes that improve punctuality. This study signified that the phenomenon of tardiness should be given greater consideration as a factor impacting both cognitive and non-cognitive development and endorsed that minutes do matter.

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19

Richardson, Antoine Rafael Reed Cynthia J. "An examination of teacher qualifications and student achievement in mathematics." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SUMMER/Educational_Foundations/Dissertation/Richardson_Antoine_8.pdf.

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20

Grunewald, Jeffrey. "Increasing science, technology, engineering, and mathematics skills using Project Lead the Way." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009grunewaldj.pdf.

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21

Li, Che-cheung Philip. "The explication of a model of mathematics learning in the context of the IEA mathematics study (1980 Hong Kong) /." Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B38627668.

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22

Jurgens, Patricia P. "Effects of Standardized Achievement Tests on Mathematics Education." UNF Digital Commons, 1987. http://digitalcommons.unf.edu/etd/72.

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This research project deals with the effects of standardized achievement tests on elementary-school mathematics. It contains a review of current literature dealing with the decline in mathematics achievement, mathematics assessment, concept development, and the effects of standardized testing. A survey was conducted in seven elementary schools throughout Clay County, Florida. The purpose of the survey was to assess teachers' perceptions of how preparation for the major annual standardized achievement test affects the pacing, sequence, and presentation of their mathematics curricula. Eighty-six teachers from grades one, three, and five completed a limited response questionnaire. The results indicate that a majority of elementary school teachers try to prepare their students for the standardized achievement test by covering all testable skills by testing time. However, most teachers feel that preparation for this test has a negative impact on their mathematics programs. This implies that the mathematics education of our students may be suffering due to the emphasis on preparing for a standardized achievement test.

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23

Kiliç-Bebek, Ebru. "Explaining math achievement personality, motivation, and trust /." Cleveland, Ohio : Cleveland State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1258571646.

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Thesis (Ph.D.)--Cleveland State University, 2009.
Abstract. Title from PDF t.p. (viewed on Dec. 11, 2009). Includes bibliographical references (p. 111-127). Available online via the OhioLINK ETD Center and also available in print.

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24

Steele, Bridget. "Examination of an Online College Mathematics Course: Correlation between Learning Styles and Student Achievement." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5516.

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The purpose of this study was to determine if there was a significant relationship between learning styles and student learning outcomes in an online college mathematics course. Specifically, the study was guided by two research questions focused on (a) the extent to which learning styles had a predictive relationship with student achievement in an online college mathematics course and (b) the extent to which various learning styles among mathematics students in online versus face-to-face courses predicted mathematics achievement. The population for this study consisted of the 779 college mathematics and algebra (CMA) students who were enrolled in a private multimedia university located in the southeast. A total of 501 students were enrolled in the online class, i.e., the experimental group, and 278 students enrolled in the face-to-face class comprised the control group. All students completed (a) an initial assessment to control for current mathematics knowledge, (b) the online Grasha-Reichmann Student Learning Styles Scales (GRSLSS) Inventory, and (c) 20 questions selected from the NAEP Question Tool database. Hierarchical linear regressions were used to address both research questions. A series of ANCOVA tests were run to examine the presence of any relationships between a given demographic and course modality when describing differences between student test scores while controlling for prior academic performance. The results indicated that predominant learning style had no apparent influence on mathematics achievement. The results also indicated that predominant learning style had no apparent influence on mathematics achievement for online students. When examining demographics alone without respect to modality, there was no significance in course performance between students in various ethnicity, gender, or age groups.
ID: 031001379; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Juli K. Dixon.; Title from PDF title page (viewed May 21, 2013).; Thesis (Ph.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 123-139).
Ph.D.
Doctorate
Education and Human Performance
Education; Math Education

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25

Leung, Hei Pak, and 梁希珀. "Evaluation of students' achievement and attitudes in primary school mathematics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957237.

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26

Usova, Larisa. "The effect of heterogeneous grouping in cooperative learning setting on academic achievement in mathematics /." View abstract, 1999. http://library.ctstateu.edu/ccsu%5Ftheses/1553.html.

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Thesis (M.S.) -- Central Connecticut State University, 1999.
Thesis advisor: Dr. Philip Halloran. "...in partial fulfillment of the requirements for the degree of Master of Science [in Mathematics]" Includes bibliographical references (leaves 41-46).

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27

Snyder, Kermit. "The Effects of a Summer Math Program on Academic Achievement." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2459.

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The math achievement of students is low in a small rural district in Colorado. The purpose of this study was to explore the efficacy of a summer third through fifth grade math program in improving math scores. Piaget's theory of cognitive development was used as the theoretical foundation for the math instructional resource delivered to the struggling students in the program. A quasi-experimental design was used to address whether the math scores improved for the participating students (n = 145) and whether the participating students experienced a smaller summer loss in academic achievement than the students who did not participate (n = 457). Ex post facto data included pre- and post- math assessments. The math instruction and assessments were administered to third through fifth grade students as part of the school district's academic program during the 2012, 2013, and 2014 summer schools. A dependent samples t test was used to analyze the data to determine if the students' achievement scores improved for those attending summer school. The results did not indicate any significant improvement. An ANOVA was then used to determine if the summer math program decreased summer loss of learning in participating students. Participating students experienced significantly less summer loss than did non-participating students. Therefore, recommendations for the summer math program include more instructional time and moving the program closer to the beginning of the school year to avoid any summer loss. This study will have a positive social impact as it influences decisions made by the school district to improve the summer math program and produce students who are better prepared for postsecondary school options.

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Webster, Beverley Joyce. "Modelling mathematics achievement : an Australian study of learning environments in education /." Curtin University of Technology, Science and Mathematics Education Centre, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14255.

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This thesis describes a research study that investigated the relationships between school level environment and student outcomes. The study involved 620 teachers and 4645 students from 57 Australian secondary schools in all states and territories. Student outcome measures included mathematics achievement, attitudes and beliefs toward mathematics and were collected as part of the Third International Mathematics and Science Study. Teachers perceptions of their school environment were measured using the School Level Environment Questionnaire and included variables such as student support, affiliation, professional interest, mission consensus, empowerment, innovation, resource adequacy and work pressure. Previous research has shown that factors at the school level, like environment, influence education at the classroom level and to further investigate this, data regarding the instructional practices of teachers was included in the analysis. The unique methodology used to investigate influences on student mathematics achievement is also described in this thesis. A two-step approach to modelling consisted of the analysis of two conceptually distinct models. The first was an analysis of the measurement model, which specifies the relationships between the observed variables and the latent variables. The second involved a structural equation model, which specifies the relationships among the latent variables as posited by theory and previous research. In addition, a multilevel analysis was included to further partition the variance in student outcomes between the student level, the classroom level and the school level. The results of these analysis linked particular variables of interest to improved student outcomes.
For example, teachers who felt supported and empowered were more likely to employ student-centred instructional practices and that work pressure and resource adequacy influenced the instructional approaches in the classrooms. The success attribution of students determined which method of instruction promoted positive outcomes. Furthermore, these results indicate relationships between student outcomes, attitudes and achievement, and the relationships between attitude and achievement were recursive with influences from student background variables. The multilevel analysis demonstrated the importance of the influence of factors at the classroom level in influencing student outcomes and highlighted factors at the school level that explained differences in achievement. The significance of this study is in the provision of evidence that demonstrates the effects on student outcomes and not only supports, but significantly adds to previous research. This thesis provides practical implications for teaching and for school policy that can be implemented to promote positive student outcomes. The thesis also provides a rationale for further research that would involve an investigation of the effects of change as suggested from the results of these analysis reported from this study.

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Kelley, Diana L. "Music and mathematics--is there a connection? : the effects of participation in music programs on academic achievement in mathematics /." Abstract Full Text (HTML) Full Text (PDF), 2008. http://eprints.ccsu.edu/archive/00000493/02/1949FT.htm.

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Thesis (M.S.)--Central Connecticut State University, 2008.
Thesis advisors: S. Louise Gould, Philip P. Halloran, Shelley Jones. " ... in partial fulfillment of the requirements for the degree of Master of Science in Mathematics." Includes bibliographical references (leaves 21-22). Also available via the World Wide Web.

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30

Wilmot, Eric Magnus. "An investigation into the profile of Ghanaian High School mathematics teachers' knowledge for teaching algebra and its relationahip with student performance." Diss., Connect to online resource - MSU authorized users, 2008.

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31

Austin, Darrel A. Hershberger Lotus D. Dossey John A. "Effect of cooperative learning in finite mathematics on student achievement and attitude." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9603514.

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Thesis (D.A.)--Illinois State University, 1995.
Title from title page screen, viewed May 2, 2006. Dissertation Committee: Lotus D. Hershberger, John A. Dossey (co-chairs), Robert G. Hathway, Michael J. Plantholt, Ronald S. Halinski. Includes bibliographical references (leaves 123-127) and abstract. Also available in print.

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32

Huang, Sharon Hsiao-Shan Young Jon I. "The relationship between computer use and academic achievements." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9084.

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Ross, Caryn J. "The effect of mathematical manipulative materials on third grade students' participation, engagement, and academic performance." Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002092.

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34

Benson, Carol Trinko Plantholt Michael. "Effect of computer instruction in finite mathematics on student achievement and attitude." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p9004078.

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Thesis (D.A.)--Illinois State University, 1989.
Title from title page screen, viewed October 14, 2005. Dissertation Committee: Michael J. Plantholt (chair), John A. Dossey, Patricia H. Klass, James T. Parr, Lawrence E. Spence. Includes bibliographical references (leaves 87-89) and abstract. Also available in print.

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Mok, Mo-ching Magdalena. "The relationship of family educational environment and mathematics achievement of Hong Kong students /." [Hong Kong : University of Hong Kong], 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12355392.

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Liu, Jinghua. "The effect of performance-based assessment on eighth grade students mathematics achievement /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974655.

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Tallent, Rose O. "Predicting math achievement on the Missouri Assessment Program /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974688.

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38

Helle, Alicia. "A grant proposal to study the benefits computer based programs have on student achievement in the area of math." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008hellea.pdf.

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Lenhardt, Bradley J. "Teacher misassignment and student math achievement in Oregon public schools : a teacher- and school-level analysis /." view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3153791.

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Thesis (Ph. D.)--University of Oregon, 2004.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 77-81). Also available for download via the World Wide Web; free to University of Oregon users.

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Yum, Kim-hung, and 任劍熊. "Within the IEA Third international Mathematics and Science Study (TIMSS): the relationship between familybackground and mathematics achievement of Hong Kong students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31959192.

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41

Larsen, Peter Devon. "Teacher clarity as a critical variable in the training and evaluation of mathematics teachers, and as a variable associated with student achievement /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487263399024931.

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Buzzelli-Clarke, Elizabeth. "The academic environment of one junior high school in northeastern Pennsylvania as perceived by the administration and the English, mathematics and music faculty an ethnography /." Open access to IUP's electronic theses and dissertations, 2008. http://hdl.handle.net/2069/71.

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Li, Ting-on, and 李定安. "Schooling effects on mathematics achievement at sixth form level in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B38626895.

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44

Margianti, Eko Sri. "Learning environment, mathematics achievement and student attitudes among university computing students in Indonesia." Curtin University of Technology, Science and Mathematics Education Centre, 2001. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12161.

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This thesis reports the findings of a study of the influence of the classroom learning environment on students cognitive and affective outcomes among 2,498 third-year computing students in 50 university-level classes in Indonesia. Students perceptions of the classroom environment were measured using a modified Indonesian version of the What Is Happening In This Class? (WIHIC) questionnaire. To assess students affective outcomes, a scale derived from the Test of Science Related Attitudes was adapted for use in higher education computing classes and translated into Indonesian. Students' final scores in their mathematics course (either linear algebra or statistics) were used as a measure of cognitive achievement. Secondary aims of the present study were to examine whether differences exist between (a) students perceptions of the actual and preferred classroom learning environment, (b) the perceptions of male and female of the actual and preferred classroom environment and (c) students' perceptions of the actual learning environment in linear algebra and statistics courses. The results of this study make important contributions towards explaining why Indonesian students are achieving at less than desirable levels in their computing courses.

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Greene, Robert Allan. "The Effect of Modality on Student Achievement and Course Completion in a Developmental Mathematics Course." UNF Digital Commons, 2018. https://digitalcommons.unf.edu/etd/815.

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Students taking courses in developmental mathematics do so in one of three modalities - some take the classes face-to-face in a classroom with a professor who is physically present, others take the classes in what is known as a blended or hybrid mode in which the professor uses a combination of classroom and online time to teach the course, and another group takes the classes completely online. Increasingly, a growing number of students are taking these courses in a hybrid mode or completely online, and this phenomenon is causing educators to redesign their programs, offering more courses in these two modalities. However, some program leaders do so without any data about the achievement and course completion rates of students in the different modalities. This research 1) investigated the achievement rates of students taking an eight week developmental mathematics course, taught in three different modalities and 2) investigated the course completion rates of students taking an eight week developmental mathematics course, taught in three different modalities. Specifically, the purpose of this study was to examine the achievement and course completion rates of students enrolled in an eight week developmental mathematics course, Elementary Algebra, based on the delivery modality. The study was conducted at a large multi-campus institution located in the southeast United States as the research site. The theories used to frame the research were the Information Processing Theory and Cognitive Load Theory.

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Pierre, Gilles Viana. "A middle school mathematics teacher's exploration of the relationship between parent-teacher communication and student achievement." Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5008.

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The purpose of this research study was to increase the overall achievement gains of my students who are currently receiving overall grades below a 69% in my middle school mathematics class by promoting parental involvement. The purpose of my action-research study was to answer the following three research questions: 1. What changes occur in students' test scores and overall grades when a variety of parental contacts are made over a six-week period? 2. How can I promote parental involvement? 3. What can I do to educate parents on how to become more effectively involved in their child's education? To answer these questions I selected ten parents, whose children were currently receiving grades below a 69% in 7th grade mathematics and who have not contacted me after the first nine weeks of the semester. I used three different methods to contact the parents, phones call, emails, and notes in students' planners. All three methods showed a lack of parental feedback and involvement. Nevertheless, five students showed an increase in the second marking period, four showed a decrease, and one stayed the same.
ID: 029810346; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.Ed.)--University of Central Florida, 2011.; Includes bibliographical references (p. 66-69).
M.Ed.
Masters
Teaching, Learning and Leadership
Education

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Troxell, Laura H. "Interventions to improve eighth-grade student achievement in mathematics at a middle school." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 4.08 Mb., 67 p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3200554.

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Kemp, Manika DeShawn. "A Comparison of traditional instruction and standards-based instruction on seventh-grade mathematics achievement." Diss., Mississippi State : Mississippi State University, 2007. http://library.msstate.edu/etd/show.asp?etd=etd-06212007-110833.

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Joshua, Michael H. "The effects of curricula and instructional practice on student achievement in the area of mathematics." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Joshua_M%20MITthesis%202007.pdf.

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Payne, Jeanne D. "An investigation of the impact on student achievement of the Mobile Math Initiative in three high poverty schools in a single school district." Birmingham, Ala. : University of Alabama at Birmingham, 2007. https://www.mhsl.uab.edu/dt/2008r/payne.pdf.

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Thesis (Ph. D.)--University of Alabama at Birmingham, 2007.
Additional advisors: Gypsy Abbott, Loucrecia Collins, Margaret Rice, Boyd Rogan. Description based on contents viewed Oct. 3, 2008; title from PDF t.p. Includes bibliographical references (p. 71-76).

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