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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’

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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 so

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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 pro

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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 sc

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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

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12

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 sc

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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

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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 co

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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 in

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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-ba

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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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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 h

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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 interven

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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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26

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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27

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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30

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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31

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 Bl

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32

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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33

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 Me

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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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35

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

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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. Change

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37

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 researche

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38

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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39

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 microco

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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

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41

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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42

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 st

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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

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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 sc

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