Construct Confounding Among Predictors of Mathematics Achievement

Schenke, Katerina; Rutherford, Teomara; Lam, Arena C.; Bailey, Drew H.

doi:10.1177/2332858416648930

Cited by 12 publications

(10 citation statements)

References 54 publications

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“…The availability of textbooks at home affected the mathematics achievement as well. These factors were confirmed in the previous studies [17][18][19].…”

Section: Discussionsupporting

confidence: 80%

An Estimation of Variances and Factors in Mathematics Attainment in Upper-Primary Schools

Kaluge

2018

SHS Web Conf.

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Abstract. This study aimed at identifying variances related to school and pupil levels, and the performance indicators measuring the learning progress in mathematics. A longitudinal design was carried out and the stratified random sampling was used to obtain a sample of 5118 pupils from 60 primary schools. In each school three upper grades were selected, including their 180 class teachers and 60 headteachers. The data collection was carried out through questionnaires and school archives. Using multilevel analysis, the results showed that the proportion of total variance in pupil attainment for mathematics at the school level ranged from 20 to 29 per cent. When intake characteristics were taken into account as the baseline, the variance proportions were less than the prior attainments. Occupation and education of parents, besides reading facilities at home were significant explanatory variables for children progress in mathematics achievement. The outcomes have important consequences for school effectiveness research in determining the baseline and performance indicators.

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“…The availability of textbooks at home affected the mathematics achievement as well. These factors were confirmed in the previous studies [17][18][19].…”

Section: Discussionsupporting

confidence: 80%

An Estimation of Variances and Factors in Mathematics Attainment in Upper-Primary Schools

Kaluge

2018

SHS Web Conf.

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“…Although correlational research is free from certain logistical problems associated with experimental research, its utility for making causal inferences about the likely effects of interventions often relies on untested assumptions. For example, some researchers have hypothesized that individual differences in early acquisition of mathematics skills reflect variation in truly unique constructs [38][39][40].…”

Section: Diagnosing Student Learning Problems By Applying Gagné Theorymentioning

confidence: 99%

Inheritance Coding with Gagné-Based Learning Hierarchy Approach to Developing Mathematics Skills Assessment Systems

2020

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This study developed an inheritance coding with Gagné-based learning hierarchy approach to building systems for assessing mathematics skills and diagnosing student learning problems. The proposed Gagné-based learning hierarchy approach combines Gagné learning hierarchy theory with an inheritance coding approach. First, Gagné learning hierarchy theory is used to generate test questions and learning path diagrams for a skills assessment system. To assess learning achievement, an inheritance coding approach is used to encode the test questions according to learning hierarchy paths. The analysis, design, development, implementation, and evaluation design model is used throughout the process of developing the assessment system. Statistical analyses of the test questions for assessing student learning achievement included expert validity, internal reliability, test–retest reliability, and parallel-form reliability. System performance questionnaires were also designed to survey the opinions of the students regarding the mathematics skills assessment system. The internal reliability of the overall questionnaire was also calculated. The experimental practical application of the assessment system, developed by the Gagné-based learning hierarchy approach, showed that it can accurately diagnose student learning barriers and provide learning suggestions for students and teachers.

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“…This suggests that adaptive number knowledge supports the development of the more advanced arithmetic reasoning that goes into prealgebraic problem solving, especially involving missing-value problems. However, it is also possible that adaptive number knowledge may merely be a reflection of general mathematical achievement, as many features of mathematical cognition are often highly correlated with general mathematical achievement (Schenke, Rutherford, Lam, & Bailey, 2016). Thus, the present study aims to examine how general mathematical achievement is related to adaptive number knowledge with whole number arithmetic.…”

Section: Predictors Of Adaptive Number Knowledgementioning

confidence: 99%

Adaptive number knowledge in secondary school students: Profiles and antecedents

et al. 2019

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The present study aims to examine inter-individual differences in adaptive number knowledge in secondary school students. Adaptive number knowledge is defined as a well-connected network of knowledge of numerical characteristics and arithmetic relations. Substantial and relevant qualitative differences in the strategies and expression of adaptive number knowledge have been found in primary school students still in the process of learning arithmetic. We present a study involving 879 seventh-grade students that examines the structure of individual differences in adaptive number knowledge with students who have completed one year of algebra instruction. Results of a latent profile analysis reveal a model that is similar than was previously found in primary school students. As well, arithmetic fluency and the development of arithmetic fluency are strong predictors of adaptive number knowledge latent profile membership. These results suggest that adaptive number knowledge may be characteristic of high-level performance extending into secondary school, even after formal instruction with arithmetic concludes.

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Construct Confounding Among Predictors of Mathematics Achievement

Cited by 12 publications

References 54 publications

An Estimation of Variances and Factors in Mathematics Attainment in Upper-Primary Schools

An Estimation of Variances and Factors in Mathematics Attainment in Upper-Primary Schools

Inheritance Coding with Gagné-Based Learning Hierarchy Approach to Developing Mathematics Skills Assessment Systems

Adaptive number knowledge in secondary school students: Profiles and antecedents

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