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Dissertations / Theses on the topic 'Mathematics achievement and students'

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Published: 5 June 2025

Last updated: 16 July 2025

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1

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.<br>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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2

Shildneck, Barry P. "Female Students and Achievement in Secondary School Mathematics." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/msit_diss/59.

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Achievement and the experiences of women in secondary school mathematics have been well documented in the research literature (e.g., Benbow & Stanley, 1980, 1983; Tartre & Fennema, 1995; Sherman, 1982; Ryckman & Peckham, 1987; Keller & Dauenheimer, 2003). With respect to achievement, the research literature primarily focuses on how women are deficient to men (e.g., Benbow & Stanley, 1980, 1983) and the roles affective attributes (e.g., Sherman, 1982; Fennema, Petersen, Carpenter & Lubinski, 1990) and stereotype threat (e.g., Quinn & Spencer, 2001; Steele & Aronson, 1995) have played in women’s deficiencies. Despite the perspective and nature of this research, there are, however, women who have achieved at extraordinarily high levels in the secondary mathematics classroom. It is important to examine this historical research as it has impacted the views of teachers, researchers, and media with regard to female mathematics students’ opportunities. By reflecting upon the research literature and its far reaching impacts, high-achieving women in mathematics can begin to reverse the perceptions that limit their opportunities. Thus, the purpose of this study was to explore, through the experiences and stories relayed by the study’s participants, how young women might negotiate the (historic all male) mathematics domain. Employing a qualitative research designed within a phenomenological framework and analyzed through a combination of postmodern and standpoint feminisms, I examined the stories of four undergraduate female students who were identified as being high-achieving in secondary school mathematics. These young women, by reflecting upon their secondary school experiences, and by reflecting upon their experiences within the context of the existing research literature, not only identified the aspects of their lives they felt had the greatest impact upon their opportunities but also examined their personal definitions of success and the impacts their gender had on their (socially defined) achievements within secondary school mathematics.

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3

Lim, Brian S. "Factors associated with Korean American students' mathematics achievement /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7572.

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4

Thompson, Kent M. "The relationship between mathematical leadership skills and the mathematics achievement of elementary students." Laramie, Wyo. : University of Wyoming, 2005. http://proquest.umi.com/pqdweb?did=1095430511&sid=2&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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5

Jacobs, Mark Solomon. "A description of entry level tertiary students' mathematical achievement: towards an analysis of student texts." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5279_1190371690.

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<p>This research provided insights into the mathematical achievement of a cohort of tertiary mathematics students. The context for the study was an entry level mathematics course, set in an engineering programme at a tertiary institution, the Cape Peninsula University of Technology (CPUT). This study investigated the possibilities of providing a bridge between the assessment of students by means of tests scores and a taxonomy of mathematical objectives, on the one hand, and the critical analysis of student produced texts, on the other hand. This research revealed that even in cases of wrong solutions, participant members' responses were reasonable, meaningful, clear and logical.</p>

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6

Petersson, Jöran. "Mathematics achievement of early and newly immigrated students in different topics of mathematics." Doctoral thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-140641.

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This thesis aims to explore the mathematics achievement of second language immigrants in compulsory school as they continue their schooling in Sweden. Specifically, the thesis aims to generate more knowledge about different sub-categories of second language students, namely newly arrived immigrants, early arrived immigrants and other second language students in compulsory school. The data in this thesis consists of students’ responses to test items and thus mainly contains mathematical symbols, essentially numbers in different representations, written by the students. Doing so, this thesis problematizes the concept of second language students in mathematics in two aspects. One aspect is to assess the first and second language students’ achievement in different mathematical content domains, instead of only assessing the total achievement. Another aspect is to see the second language students as different sub-categories of second language students. Papers I and II of this thesis found that the achievement difference between first and second language students is not homogeneous. Instead the achievement difference between first and second language students is larger for concepts that are rare in mathematics textbooks. Moreover, the achievement difference between first and second language students varies with the content domain. Another way to say this is that first and second language students have different achievement profiles. Papers III and IV of this thesis explored how sub-categories of second language students achieved on mathematics test items. Mathematics achievement studies on second language students often classify the second language students into a single category of students. Methodologically this imposes a concept of viewing second language students as homogeneous in proficiency in the language of instruction. This view is challenged in this thesis by dividing the second language students into newly arrived immigrants, early arrived immigrants and other second language students. These three sub-categories have different proficiency in Swedish language due to how long they have lived in Sweden. Papers III and IV found that these student categories both had different test achievement and, related to this, also used mathematical concept representations differently. In particular, the newly and early arrived immigrants seemed to experience on average different challenges during mathematics testing. The newly arrived students seemed more challenged with terminology but less with the mathematical content while the opposite seemed to hold for the early arrived students. An implication for teaching is that particularly early arrived second language children seem to be in urgent need of support in mathematical concept building from first day of schooling in the new country.<br><p>At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: In press. Paper 3: Manuscript.</p>

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7

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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8

Dlamini, Maxwell Sidumo. "The relationship between students' attitude toward mathematics and achievement in mathematics in Swaziland /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487949150069223.

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9

Glasner, David P. "The Impact of Tracking Students in Mathematics on Middle School Student Achievement Outcomes." Cleveland State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=csu1542042727886887.

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10

Margianti, Eko Sri. "Learning environment, mathematics achievement and student attitudes among university computing students in Indonesia." Thesis, Curtin University, 2001. http://hdl.handle.net/20.500.11937/109.

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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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11

Tynes, Curry Tiffany D. "A Comparative Study of Elementary Mathematics Specialists and Mathematics Coaches on Fourth Grade Students' Mathematics Achievement." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3731.

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Federal dollars are utilized to develop instructional programs for students not demonstrating mathematical proficiency on state standardized mathematics assessments, but there is a lack of empirical data on the effectiveness of two different approaches that were used in the local context. The purpose of this quantitative, nonexperimental, casual-comparative study was to determine if state achievement test scores of students in fourth grade who received instruction from a Mathematics Specialist (MS) during the 2007-2009 academic years demonstrated a statistically significant difference from the mathematics state achievement test scores of fourth grade students who received instruction from Grades 1-8 credentialed teachers supported by a Math Coach (MC) during the 2012-2014 academic years. The theoretical base includes two components: National Council of Teachers of Mathematics Standards and Federal No Child Left Behind educational policy, which focus on standards-based education, curriculum, assessment, and instruction to meet students' mathematical needs. Data was collected from a census sample of 13,671 students' state scores from school years 2007-2008, 2008-2009 (MS) and 2012-2013, 2013-2014 (MC). The research question was whether there is a difference in MS and MC scores. An independent samples t test was used to compare the means of all the scores. The results show that the MS program produced statistically higher math scores than the MC. This supports the limited literature in favor of MS. Positive social change includes supporting increasing the use of the MS program in the local context to increase mathematics test scores and the potential for redistribution of federal funds to develop MS programs nationwide.

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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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13

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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14

Leung, Kung-shing. "The impact of teaching of analytical skills on the mathematics achievement of Form three students." Hong Kong : University of Hong Kong, 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1803553X.

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15

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.<br>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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16

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.<br>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.<br>Ed.D.<br>Doctorate<br>Department of Educational Research, Technology, and Leadership<br>Education

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17

Valente, Evandro R. "Mathematics Curriculum Coaching and Elementary School Students’ Mathematics Achievement in a Northeast Tennessee School System." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1783.

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Educators and policymakers have demonstrated interest in finding ways to better equip mathematics teachers so they can help students achieve at a higher level. Academic coaching has been identified as an effective professional development activity for teachers. The purpose of this study was to investigate the difference between students’ achievement levels before and after a mathematics initiative in a Northeast Tennessee school district. In this study I analyzed grades 3 – 6 students’ Tennessee Comprehensive Assessment Program or TCAP scores in the year prior to the hiring of a mathematics coach and their respective scores 2 years after the placement of the mathematics coach. All statistical analyses were analyzed at a .05 level of significance. All null hypotheses under both research questions were analyzed with a pairsampled t-test using repeated-measures design. The results indicate significant difference in students’ TCAP scores prior to and after specialist. Scores after specialist were significantly higher than scores before specialists. The difference was present for students who attended Title I schools as well as for students who attended non-Title I schools. School administrators and school district leaders can benefit from such a study because it presents academic coaching as a viable means to equip teachers so they can help students increase their achievement in mathematics.

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18

Sylne, Vladimir. "Impact of Inclusion Teachers' Mathematics Anxiety and Mathematics Self-Efficacy on the Mathematics Achievement of Learning Disabled Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1804.

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Learning disabled (LD) students are put in inclusion classrooms in order to experience the mainstream environment and to receive the same level of education as their regular education counterparts. Unfortunately, LD students do not always get the mathematics education that they deserve because inclusion mathematics teachers are not required to be highly qualified in mathematics. The focus of this study was on the relationship between mathematics anxiety and self-efficacy of inclusion teachers and the academic achievement of the LD students they serve. The theoretical framework of this study involved the concepts of student achievement, teacher efficacy, mathematics anxiety, and best practices in teaching. The research questions of this study involved understanding the impact of inclusion teachers' mathematics anxiety and mathematics self-efficacy on the mathematics achievement of LD students. A quantitative survey design was used, and data were collected from 15 volunteered participating inclusion math teachers using the Learning Mathematics Anxiety subscale; the Personal Mathematics Teaching Efficacy subscale; a demographic questionnaire; and students' school level state standardized test scores and end-of-course final average in Geometry, Trigonometry, Algebra I, or Algebra II. Regression analyses were used to evaluate the relationship between the variables of mathematics teachers' anxiety, mathematics teachers' self-efficacy, and student achievement. The findings of this study revealed that inclusion teachers' mathematics anxiety and teaching efficacy did not significantly predict mathematics achievement of LD students. The implication for social change is that further research that includes variables other than teacher mathematics anxiety and teaching efficacy is needed to understand mathematics performance of learning disabled students.

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19

Cheung, Chi-kit Fritz. "Thinking styles and achievement in mathematics and language learning." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25207325.

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20

Schuetz, Rachael Law. "Is Technology the Answer? Investigating Students' Achievement and Engagement in Mathematics." Thesis, University of Oregon, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10096196.

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<p> With millions invested in educational technology, what is its impact on student achievement and engagement? This question formed the basis for a review of the current literature on the impact of iPads and other instructional technology on student academic growth and motivation in public schools. The research supports technology’s positive impact on student achievement and engagement, but more research is needed in order to better understand how iPad use impacts students in the early elementary mathematics classroom. </p><p> This dissertation study examines the effects of an iPad-based math intervention, as compared to a traditional paper-pencil approach, on second graders’ achievement and engagement in mathematics. The students were assigned to treatment and control groups in matched pairs based on sex and pre-test scores. Then students engaged in a four-week math intervention, using either the iPad or paper-pencil. At the end of each intervention, students completed quantitative posttests given by their classroom teachers. Students then switched treatment and control groups for a second four-week math intervention. Quantitative pre-post assessments include Bridges math unit tests, easyCBM math tests, and a Likert-scale engagement measure. After the two interventions were completed, qualitative focus group data were collected from the teachers involved in the study, giving a more complete view of student engagement.</p><p> With finite intervention time and resources, schools need to know how to best improve student achievement and engagement in mathematics. This study fills a documented research gap and will help inform school decisions regarding instructional technology in the early elementary math classroom. </p>

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21

Tokpah, Christopher L. "The effects of computer algebra systems on students' achievement in mathematics." [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1215528446.

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Thesis (Ph.D.)--Kent State University, 2008.<br>Title from PDF t.p. (viewed Oct. 19, 2009). Advisor: Shawn Fitzgerald. Keywords: Computer Algebra Systems, Mathematics, Meta-analysis, Technology, Math education. Includes bibliographical references (p. 114-131).

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22

Skilling, Karen Gai. "Factors that Influence Year 7 Students’ Engagement and Achievement in Mathematics." Thesis, The University of Sydney, 2013. http://hdl.handle.net/2123/10026.

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Improving student engagement in mathematics, particularly during the critical transition from primary to secondary school, is a significant issue in education. Addressing this challenge requires a clearer understanding of the motivational and contextual factors influencing student engagement and achievement outcomes in mathematics. The aims of this research are to explore the factors that contribute to shifts in student engagement in mathematics as they move from primary to secondary school and to examine teacher practices that promote higher levels of engagement in mathematics by first year high school (Year 7) students. The investigation comprised two qualitative studies. Study 1 utilised semi-structured interviews to elicit perceptions about the factors influencing student engagement from 36 Year 7 students and 31 teachers across 10 secondary schools in the Sydney metropolitan area. Low and high achieving students whose engagement levels in mathematics had shifted to being significantly more engaged or disengaged in the past year (from primary to secondary school) were interviewed. Importantly, factors relating to student interest, enjoyment, persistence and study management skills were found to impact differently on students displaying upward or downward shifts in engagement regardless of their achievement levels. Study 2 used case study to investigate the beliefs and practices of four teachers of low and high achieving ‘engaged’ Year 7 mathematics classes. Data gathered from lesson observations, pre- and post-lesson interviews and a survey highlighted teacher beliefs and practices that were uniquely tailored to specific class contexts. In particular, instructional strategies that directly addressed students’ interests, values, competencies and their self-efficacy were crucial for promoting engagement in mathematics. Together, these findings extend our understanding of the engagement construct and provide further clarity to practical issues surrounding improving student engagement levels in mathematics for high and low achieving students.

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23

Schuetz, Rachael. "Is Technology the Answer? Investigating Students' Achievement and Engagement in Mathematics." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20416.

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With millions invested in educational technology, what is its impact on student achievement and engagement? This question formed the basis for a review of the current literature on the impact of iPads and other instructional technology on student academic growth and motivation in public schools. The research supports technology’s positive impact on student achievement and engagement, but more research is needed in order to better understand how iPad use impacts students in the early elementary mathematics classroom. This dissertation study examines the effects of an iPad-based math intervention, as compared to a traditional paper-pencil approach, on second graders’ achievement and engagement in mathematics. The students were assigned to treatment and control groups in matched pairs based on sex and pre-test scores. Then students engaged in a four-week math intervention, using either the iPad or paper-pencil. At the end of each intervention, students completed quantitative posttests given by their classroom teachers. Students then switched treatment and control groups for a second four-week math intervention. Quantitative pre-post assessments include Bridges math unit tests, easyCBM math tests, and a Likert-scale engagement measure. After the two interventions were completed, qualitative focus group data were collected from the teachers involved in the study, giving a more complete view of student engagement. With finite intervention time and resources, schools need to know how to best improve student achievement and engagement in mathematics. This study fills a documented research gap and will help inform school decisions regarding instructional technology in the early elementary math classroom.

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24

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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25

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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Klishis, Lesley A. "The impact of student discourse and journal writing on the mathematics achievement of fifth grade students." Morgantown, W. Va. : [West Virginia University Libraries], 2003. http://etd.wvu.edu/templates/showETD.cfm?recnum=3035.

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Thesis (Ed. D.)--West Virginia University, 2003.<br>Title from document title page. Document formatted into pages; contains x, 223 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 213-223).

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Li, Linda S. "Investigating Students' Perceptions and Achievement in a Traditional Versus Online Statistics Course." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1586540082366323.

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28

Finau, Teukava. "Cognitive Acceleration in Mathematics Education in Tonga: Effects on students’ mathematics achievement, motivation, and self-regulation." Thesis, Curtin University, 2017. http://hdl.handle.net/20.500.11937/58985.

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To address the issue of Tongan secondary students’ poor performance in mathematics, this study implemented an innovative teaching approach called Cognitive Acceleration in Mathematics Education (CAME) program, and evaluated its effects on students’ mathematics achievement, motivation, and self-regulation. The results from this quasi-experimental study indicate that the students who learnt through the CAME program improved their performance substantially compared to their counterparts. This findings encapsulated the CAME as possible solution for improving students’ mathematics performance.

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29

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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Li, Wing-yee Dorothy. "Effects of achievement goal profiles on students' self-handicapping behaviours, intrinsic motivation and mathematics performance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B29791327.

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Pemberton, Katie Jo. "Assessment for Feedback and Achievement Growth for Middle School Math Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5928.

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Inconsistent math assessment practices do not accurately represent and communicate student mathematics achievement. Because of inconsistencies in assessment practices, local middle school mathematics teachers in an urban school district in the northwestern United States piloted the use of multiple formative assessments. The purpose of this study was to compare mathematics achievement, growth, and course percentage grades for students who have multiple formative assessment attempts compared to students who are not provided multiple assessment attempts. Theoretical foundations originated from Black and Wiliam, supporting the use of formative assessment for a positive impact on student learning. A quantitative, ex post facto quasi-experimental design was used. The research question focused on the statistical differences in course percentage grade, state standardized testing score, and growth score on state standardized math tests between groups of students who were allowed multiple formative assessment options and those who were not. Data were analyzed using an independent samples t test and a one-way MANOVA, which showed a statistically significant difference for student course percentage grade. Findings were used to produce a 3-day professional development program supporting teachers' use of formative assessment in mathematics classes. The findings will inform educational stakeholders' decisions regarding the use of multiple assessment attempts and differences between this specific formative assessment strategy and student mathematics assessment performance to promote positive social change. Positive social changes may include increased awareness of how multiple assessments may affect student growth, course percentage grades, and state testing scores.

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Frempong, George. "Socioeconomic gradients in mathematics achievement : findings for Canada from the Third International Mathematics and Science Study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/NQ56545.pdf.

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Kohn, Carol J. "Increasing mathematics achievement of Mexican immigrant students: Instructional policy and classroom practice." Scholarly Commons, 2006. https://scholarlycommons.pacific.edu/uop_etds/2509.

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It is imperative that school administrators find means to include Mexican immigrant students in high quality mathematics programs. Yet many questions remain regarding instructional design and policies to accelerate the learning of mathematics within this student population. This exploratory study examines challenges that Mexican immigrant students face in transitioning from mathematics instruction in their native country to mathematics in the United States. A qualitative research design was selected to examine interviews in two data sets: an existing data base of interview narratives of 158 Mexican immigrants conducted by pre-service elementary education students at California State University-Bakersfield; and a second data base of 19 educators from California's lower Central Valley. Qualitative analyses generated three core categories to help explain how Mexican and American instructional practices influenced immigrant students' ability to transition to learning mathematics in the United States. (a) In contrast to the United States, the study of mathematics in Mexico was closely associated with practical and job related purposes. (b) Differences of expectations for learning mathematics in the two countries affected Mexican students' ability to transition to learning mathematics in this country. Differences included mathematical content, instructional practices, pacing, promotion policies, and years of schooling. (c) When entering American schools, initial placement of immigrant students into mathematics coursework was based upon factors such as English language proficiency, or the need to satisfy standards or graduation requirements, rather than assessment of mathematics competency. As a result, highly proficient students were often unable to continue their study of advanced mathematics, while low performing students quickly became discouraged. Additional issues included the competency of bilingual aides to accurately translate advanced level mathematics, requirements that English Learners take high stakes English-only examinations for mathematics, and the ability of immigrant parents to assist their children in learning mathematics despite differences in mathematical algorithms and procedures. The study suggests a comprehensive success model to help school administrators coordinate mathematics reform efforts; address issues related to curriculum, instruction, and professional development; and involve community stakeholders in supporting mathematics reform.

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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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Mills, Nadine. "ALEKS Constructs as Predictors of High School Mathematics Achievement for Struggling Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5576.

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Educators in the United States (U.S.) are increasingly turning to intelligent tutoring systems (ITS) to provide differentiated math instruction to high school students. However, many struggling high school learners do not perform well on these platforms, which reinforces the need for more awareness about effective supports that influence the achievement of learners in these milieus. The purpose of this study was to determine what factors of the Assessment and Learning in Knowledge Spaces (ALEKS), an ITS, are predictive of struggling learners' performance in a blended-learning Algebra 1 course at an inner city technical high school located in the northeastern U.S. The theoretical framework consisted of knowledge base theory, the zone of proximal development, and cognitive learning theory. Three variables (student retention, engagement time, and the ratio of topics mastered to topics practiced) were used to predict the degree of association on the criterion variable (mathematics competencies), as measured by final course progress grades in algebra, and the Preliminary Scholastic Assessment Test (PSATm) math scores. A correlational predictive design was applied to assess the data of a purposive sample of 265 struggling students at the study site; multiple regression analysis was also used to investigate the predictability of these variables. Findings suggest that engagement time and the ratio of mastered to practiced topics were significant predictors of final course progress grades. Nevertheless, these factors were not significant contributors in predicting PSATm score. Retention was identified as the only statistically significant predictor of PSATm score. The results offer educators with additional insights that can facilitate improvements in mathematical content knowledge and promote higher graduation rates for struggling learners in high school mathematics.

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Willis, Curt Glendale. "Impact of Music Education on Mathematics Achievement Scores Among Middle School Students." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1988.

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Music education has been shown to be related to a variety of positive outcomes, including student achievement in math. This study was conducted to explore the relationship between music education and student achievement in math. The framework for the study was Miendlarzweska and Trost's model of musical instrument training. A deidentified archival data set consisting of middle school students' (N = 116) total math scores on the Iowa Assessments was used to determine the impact of music education on students' math achievement, while controlling for students' sex and socioeconomic status. Changes in student achievement were measured by calculating math scores between the 2012-2013, 2013-2014, and 2014-2015 academic school years. The data were accessed from a private school system in the northeast United States. Results of a t test indicated that there were no differences in baseline scores between the group of students who received music education and the group of students who did not receive music education. Results of a regression model for 2013-2014 showed that music education was a significant predictor of math growth scores (p = .015). Results of a regression model for 2014-2015 indicated that only socioeconomic status was a significant predictor of math growth scores (p = .039). Implications for social change include improved stakeholder awareness of the value of music education for student achievement, which may motivate teachers to become advocates for music education and administrators to include music education in their curriculums. By increasing student access to music education, students may be helped to achieve to their fullest potential.

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Sadler, Ada M. "The effects of a family mathematics workshop on the mathematics achievement of middle grades African American students." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1998. http://digitalcommons.auctr.edu/dissertations/2190.

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This study was an investigation of the effects of a Family Mathematics Workshop on African American students' mathematics achievement and parent-child interaction with mathematics homework. A one way analysis of variance and the SPSS for MS Windows release 6.1 were used to test the null hypothesis. The study is based on Epstein's theory of overlapping spheres which proposes that when the school and family unite in a partnership for children, their overlapping spheres of influence foster a positive attitude about mathematics at home that helps children learn mathematics at school. The researcher found no significant difference between the posttest scores of the controlled and experimental groups. Further, there was no significant difference found in parent/child interaction of the experimental group with mathematics homework before and after the workshop. However, positive responses indicated an increase in the number of times per week parents played mathematics games with their children; the degree of parents' understanding of the lessons and assignments presented in their children's present mathematics textbook; and the degree of confidence parents' have in their ability to help their children with mathematics homework. The conclusions drawn from the findings are that parental involvement in the educational process indicates positive impacts on students' achievement. This five session four-hour Family Mathematics study may have been too short to assess the impact of the Family Mathematics approach on these variables. A long term study is needed to assess the impact of the program on students' achievement. This study was also limited by having a sample size of only 20 fifth grade students in both the experimental and control groups.

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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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Hamm, D. Michael (Don Michael). "The Association Between Computer- Oriented and Non-Computer-Oriented Mathematics Instruction, Student Achievement, and Attitude Towards Mathematics in Introductory Calculus." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc332306/.

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The purposes of this study were (a) to develop, implement, and evaluate a computer-oriented instructional program for introductory calculus students, and (b) to explore the association between a computer-oriented calculus instructional program, a non-computer-oriented calculus instructional program, student achievement on three selected calculus topics, and student attitude toward mathematics. An experimental study was conducted with two groups of introductory calculus students during the Spring Semester, 1989. The computer-oriented group consisted of 32 students who were taught using microcomputer calculus software for in-class presentations and homework assignments. The noncomputer-oriented group consisted of 40 students who were taught in a traditional setting with no microcomputer intervention. Each of three experimenter-developed achievement examinations was administered in a pretest/posttest format with the pretest scores being used both as a covariate and in determining the two levels of student prior knowledge of the topic. For attitude toward mathematics, the Aiken-Dreger Revised Math Attitude Scale was administered in a pretest/ posttest format with the pretest scores being used as a covariate. Students were also administered the MAA Calculus Readiness Test to determine two levels of calculus prerequisite skill mastery. An ANCOVA for achievement and attitude toward mathematics was performed by treatment, level, and interaction of treatment and level. Using a .05 level of significance, there was no significant difference in treatments, levels of prior knowledge of topic, nor interaction when achievement was measured by each of the three achievement examination posttests. Furthermore, there was no significant difference between treatments, levels of student prerequisite skill mastery, and interaction when attitude toward mathematics was measured, at the .05 level of significance. It was concluded that the use of the microcomputer in introductory calculus instruction does not significantly effect either student achievement in calculus or student attitude toward mathematics.

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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 conceptualisation of the self-efficacy construct, the relationship between self-efficacy and mathematics performance, the stability and change of self-efficacy when learning new topics in mathematics, and self-efficacy development over a series of lessons in mathematics across cycles of self-efficacy and mastery experiences. The thesis included two phases of data collection and analysis. The first phase involved students in grades 5, 8, and 9 (N = 756) and included measures of students' self-efficacy and national test performance. The second phase involved students in grades 6 and 10 (N = 181) and included repeated measures of students' self-efficacy and mastery experiences from a series of lessons in mathematics, when students were introduced to new topics. I analysed the data using different methods, including confirmatory factor analyses to investigate the structural validity of my measures, and structural equation models to investigate stability and change over time, and relationships between constructs. Major findings from the analysis include the following: students considered levels of difficulty when appraising their experiences in mathematics and when forming their self-efficacy; students' test performance predicted their self-efficacy one year later, but not the other way around; the mean-level of students' self-efficacy grew significantly across lessons when students were introduced to new topics, even as the rank-order of their self-efficacy remained highly stable; and there was a reciprocal relationship between students' self-efficacy and their mastery experiences, where substantial effects from both constructs on gains in the other construct remained stable across a sequence of lessons in mathematics. The findings have important implications for how we conceptualise self-efficacy, mastery experiences, and their relationship over time. Furthermore, the findings from my thesis have implications for teacher practice. In order to support adaptive self-efficacy, teachers need to consider the experiences students have with mathematics, not just the skills they learn. If teachers themselves gain knowledge about how individual students make sense of their mathematical experiences, they can support students' appraisals of these experiences, and prevent maladaptive cycles from occurring. In short, students need support not just to develop their mathematical skills, but also to develop adaptive appraisals of their mathematical experiences, in order to form self-efficacy beliefs that are reflective of each student's potential to learn mathematics.

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Farrell, Amy Carissa. "Study skills of high school mathematics students compared by achievement within tracked groups /." Abstract, 2008. http://eprints.ccsu.edu/archive/00000522/01/1971ABSTR.htm.

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Thesis (M.S.) -- Central Connecticut State University, 2008.<br>Thesis advisor: Robin S. Kalder. "... in partial fulfillment of the requirements for the degree of Master of Science in Mathematics." Includes bibliographical references (leaves 23-25). Also available via the World Wide Web.

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Ahmed, Emtiaz Rony. "Racial-Ethnic Gaps in Achievement Motivational Constructs of U.S. Eighth-Grade Students that Predict Mathematics and Science Achievement." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1532072341697104.

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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.<br>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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Kaya, Sukru. "The influences of student views related to mathematics and self-regulated learning on achievement of algebra I students." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1185905759.

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Perez, Armando Isaac. "The impact of mathematics anxiety, gender, and mathematics achievement on ontogenetic indicators for Hispanic/Latino students in higher education mathematics classes." Diss., Texas A&M University, 2005. http://hdl.handle.net/1969.1/4144.

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A convenience sample of 123 Hispanic/Latino students from a predominantly Hispanic/Latino South Texas community college was used to determine if gender and/or journal-writing had any effects on mathematics anxiety or achievement. Eight sections of college-algebra courses were administered the Mathematics Anxiety Rating Scale (MARS) to determine levels of mathematics anxiety and the Texas Higher Education Assessment (THEA) to determine levels of mathematical achievement. Results of the study suggest that journal-writing decreases levels of mathematics anxiety among students. In addition, the study suggests that males and females do not differ in terms of mathematical achievement. These finding are consistent with previous studies. However, the study also suggested that males and females report the same levels of mathematics anxiety and that journal-writing does not increase mathematical achievement. This is in contrast to previous published studies.

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Deevers, Matthew D. "Teacher goal endorsement, student achievement goals, and student achievement in mathematics: a longitudinal study." Cleveland State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=csu1279737483.

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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.<br>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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Boakes, Norma. "Origami-Mathematics Lessons: Researching its Impact and Influence on Mathematical Knowledge and Spatial Ability of Students." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79472.

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“Origami-mathematics lessons” (Boakes, 2006) blend the ancient art of paper folding with the teaching of mathematics. Though a plethora of publications can be easily found advocating the benefits of Origami in the teaching of mathematics, little research exist to quantify the impact Origami has on the learning and building of mathematical skills. The research presented in this paper targets this common claim focusing on how Origamimathematics lessons taught over an extended period of time impact students’ knowledge of geometry and their spatial visualization abilities. The paper begins with a brief overview of Origami as it relates to teaching mathematics followed by a summary of research done with two age groups: middle school children and college students. Gathered data in these two studies suggest that Origami-mathematics lessons are as beneficial as traditional instructional methods in teaching mathematics.

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Mascia, Sally Marie. "TEACHER MATHEMATICS LEARNING AND MIDDLE SCHOOL STUDENT ACHIEVEMENT." Cleveland State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=csu1289495086.

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Scott, April. "Block Scheduling and Students' Achievement in Mathematics in a Selected Nebraska School District." Thesis, University of South Dakota, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10638508.

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<p> The sixth grade is very important for education stakeholders, as it marks the beginning of the transition period for students to high school. No consensus has been reached so far among scholars on whether block scheduling is the best way to provide students the time that is necessary to facilitate effective learning and the retention of knowledge. </p><p> The purpose of this quasi causal-comparative, ex-post facto study was to determine the effectiveness of block scheduling in improving the mathematical performance of sixth-grade students by using data from a selective Nebraska public school system regarding the performance of its sixth-grade students on their state assessment evaluation scores in traditional and nontraditional schedules. The researcher analyzed the results of a mathematics assessment from one school in the Nebraska public school system, using data from learners at the sixth-grade level as the specific purposeful sample. The results indicated that there were no significant differences found in student mathematical proficiency scores for each type of scheduling. This suggests that the type of scheduling of mathematics courses does not influence a student’s mathematical achievement. This conclusion also held true when comparing the students of various races, free or reduced lunch status, and genders. Due to limitations including missing data and an intermittent block schedule, the researcher cannot conclude that block scheduling improves academic performance; further studies are recommended. </p><p>

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