How do student and classroom characteristics affect attitude toward mathematics? A multivariate multilevel analysis

Kiwanuka, Henry; Damme, Jan Van; Noortgate, Wim Van den; Anumendem, Dickson; Vanlaar, Gudrun; Reynolds, Chandra A.; Namusisi, Speranza

doi:10.1080/09243453.2016.1201123

Cited by 30 publications

(34 citation statements)

References 55 publications

(65 reference statements)

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“…Multi-level modelling techniques offer tools to do this, in a fashion that is robust to missing and unbalanced data (Gelman & Hill, 2007;McElreath, 2015). Although these techniques have not yet been widely applied in the field of child language development, with the notable exception of Rowe et al (2012), they are becoming common in other fields such as education (Kiwanuka et al, 2017;Oldfield, Humphrey, & Hebron, 2017) and cognitive science (Mirman, 2016).…”

Section: Studying Language Development Across Timementioning

confidence: 99%

Hearing me hearing you: Reciprocal effects between child and parent language in autism and typical development

et al. 2019

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Language development in typically developing children (TD) has traditionally been investigated in relation to environmental factors, while language in children with autism spectrum disorder (ASD) has primarily been related to child-based factors. We employ a longitudinal corpus of 32 preschoolers with ASD and 35 linguistically matched TD peers recorded over 6 visits (ranging between 2 and 5 years of age) to investigate the relative importance of child-based and environmental factors in language development for both populations. We also investigate the reciprocal interaction between children's response to parents' input, and parents' response to children's production. We report six major findings. (1) Children's production of word types, tokens, and MLU increased across visits, and were predicted by their Expressive Language (EL) (positively) and diagnosis (negatively) from Visit 1. (2) Parents' production also increased across visits, and was predicted by their child's nonverbal cognition (positively) and diagnosis (negatively) from Visit 1. (3) At all visits and across groups, children and parents matched each other in lexical and syntactic production; (4) Parents who produced longer MLUs during a given visit had children who produced more word types and tokens, and had longer MLUs, at the subsequent visit. (5) When both child EL at Visit 1 and parent MLU were included in the model, both contributed significantly to future child language; however, EL accounted for a greater proportion of the variance. (6) Finally, children's speech significantly predicted parent speech at the next visit. Taken together, these results draw more attention to the importance of child-based factors in the early language development of TD children, and to the importance of parental language factors in the early language development of children with ASD.

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Section: Studying Language Development Across Timementioning

confidence: 99%

Hearing me hearing you: Reciprocal effects between child and parent language in autism and typical development

et al. 2019

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“…The findings were in line with those found by other researchers working in primary schools in developed countries in terms of the effect size of the subject. Researchers using multilevel analysis in developing countries have found that the school variances tend to be considerably higher although many of the studies suffered from limitations in designing [12]. For this Indonesian study the smaller variance results were likely to reflect the particular nature of the sample in which only urban state schools were included.…”

Section: Discussionmentioning

confidence: 84%

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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“…Classroom characteristics and parental attitudes are also important factors that need to be considered with respect students' mathematics learning (see e.g. Kiwanuka et al, 2017).…”

Section: Resultsmentioning

confidence: 99%

The Relationships between Indonesian Fourth Graders’ Difficulties in Fractions and the Opportunity to Learn Fractions: A Snapshot of TIMSS Results

Wijaya¹

2017

INT J INSTRUCTION

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This paper reports an exploration into Indonesian fourth graders' difficulties in fractions and their relation to the opportunity to learn fractions students got at schools. The concept of 'opportunity to learn' is often considered as a framework to investigate possible reasons for students' difficulties. The data for this study was drawn from TIMSS 2015 that comprised test results and teachers' responses to TIMSS Teacher Questionnaire. The test and questionnaire data were analysed by using descriptive statistics. In addition to test and questionnaire, this study also included an analysis of Indonesian textbooks in order to get a broader scope of the opportunity to learn. Qualitative approach was used to analyse the textbooks. The analysis of the TIMSS results shows Indonesian students' low conceptual understanding of fractions. Three possible reasons for students' low conceptual understanding were revealed. First, the content of Indonesian curriculum that gave low emphasis on basic concepts of fractions and introduced operations of fractions too early. Second, the Indonesian mathematics textbooks only presented one definition of fractions, i.e. fractions as parts of wholes. Third, there is a limited use of models or representations of fractions in the classroom practices.

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How do student and classroom characteristics affect attitude toward mathematics? A multivariate multilevel analysis

Cited by 30 publications

References 55 publications

Hearing me hearing you: Reciprocal effects between child and parent language in autism and typical development

Hearing me hearing you: Reciprocal effects between child and parent language in autism and typical development

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

The Relationships between Indonesian Fourth Graders’ Difficulties in Fractions and the Opportunity to Learn Fractions: A Snapshot of TIMSS Results

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