Investigating the association between students' strategy use and mathematics achievement

Abstract

This observational study used data from 270 second-grade students to investigate the association between students' strategy use for multidigit addition and subtraction and their mathematics achievement. Based on strategies they used during a mathematics interview, students were classified into the following strategy groups: (a) standard algorithm, (b) invented, (c) mixed, and (d) unclassified. We used two-level hierarchical linear regression to investigate the association between students' strategy use and their performance on a standardized test in mathematics. Results indicated that students in the mixed strategy groups had significantly higher mathematics achievement than those in the standard algorithm and the unclassified groups.

Self-Regulated Learning Strategies Impact Fourth-Grade Students’ Positive Outcomes in Science Class

“…The overall results of the related studies show that the use of SRLS contributes positively to academic achievement, motivation, metacognitive skills, learning and problem-solving skills. Nevertheless, the research on SRLS commonly involved students in middle school (Chen & ISSN 1648-3898 /Print/ ISSN 2538-7138 /Online/ Cleary, 2009;Cheng, 2011;Daniela, 2015;Uka & Uka, 2020), high school (ElAdl & Polpol, 2020Kartalcı & Demircioğlu, 2018;Sun & Wang, 2020;Vettori et al, 2020;Zimmerman & Kitsantas, 1997) or university settings (Aizpurua et al, 2018;Anthonysamy et al, 2020;De La Fuente et al, 2020;Hsu, 2020;Öztürk & Çakıroğlu, 2021;Sahin et al, 2020).…”