Examining the relationships of factors influencing student mathematics achievement Online publication date: Wed, 01-Apr-2020
by Masood Badri; Ali Alnuaimi; Guang Yang; Asma Al Rashedi
International Journal of Innovation in Education (IJIIE), Vol. 6, No. 1, 2020
Abstract: The objective of the study was to investigate and better understand the interlinked and causal relationships that might exist between various factors related to eighth-grade students and their achievement in math. Both the International Mathematics and Science Study (TIMSS) math score and the student questionnaire items were used in this study. The sample comprised 18,012 students from the United Arab Emirates who participated in TIMSS 2015. The composite scores of several constructs were hypothesised to have structural relations with each other. Path analysis produced a good model with evidence of existence of reciprocal (non-recursive) effects. Reciprocal effects were noted between math scores and school-related matters, perception of math impact on life/jobs and school-related matters, and perception of math impact on life/jobs and teacher-related matters. The maximum total effects were witnessed with regard to learning of the math construct and the perception of the impact of math on life/jobs. The highest total effect on math scores were from student's attitude toward math.
Online publication date: Wed, 01-Apr-2020
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