Prior mathematics achievement, cognitive appraisals and anxiety as predictors of Finnish students’ later mathematics performance and career orientation

Kyttälä, Minna; Björn, Piia Maria

doi:10.1080/01443411003724491

Cited by 42 publications

(49 citation statements)

References 40 publications

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“…• This study confirmed that prior performance is a powerful predictor of later mathematics performance as revealed by Kyttälä and Björn (2010).…”

Section: Contribution Of This Paper To the Literaturesupporting

confidence: 72%

“…The findings of this study point to one major conclusion which is that prior performance is a powerful predictor of later mathematics performance as revealed by Kyttälä and Björn (2010). In a previous study (Appavoo et al, 2013) it was found that although good grades at primary level were not a guarantee of good grades at secondary level, yet the majority of students who did well at the latter level were those who obtained good grades at the primary level.…”

Section: Discussionmentioning

confidence: 79%

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Investigating Mathematics Learning Trajectories: A Comparative Analysis of Grades at Two Major Turning Points

Appavoo

Armoogum²,

Soyjaudah

2018

EURASIA J MATH SCI T

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The number of students completing mathematics education at higher levels are in decreasing numbers, despite good grades at primary level. This research study sought to explore the mathematics learning trajectory by collecting Mathematics grades obtained by 1652 students at the end of primary and secondary schooling. Data analysis showed a moderate association between these grades. But those who performed well at the primary level did not necessarily study the subject at the same learning performance at higher levels. This research study unveiled that girls, in general, tend to maintain their learning performance better than boys at higher levels. It also revealed that some students experienced a positive turning point in their learning, and the overarching conclusions from students' interviews included perceived usefulness of Mathematics education, intrinsic and extrinsic motivation to boost the learning process and the need to overcome past hurdles. Finally, a model was developed to monitor learning progress achievement. Keywords: mathematics education, prior learning performance, learning trajectory, Mauritius THE MAURITIAN CONTEXTMathematical skills are unavoidable prerequisites for every person to succeed in life (National Numeracy, 2017). These skills inculcate the development of the logical thinking, allowing individuals to manage complex situations and take better decisions. 'Futurologists' predict that the ten best paying jobs of the future will be mathematics dependent. In Mauritius, students spend six years in primary schools, at the end of which they sit for the Certificate of Primary Education (CPE) exams. Depending on their CPE aggregate in four of the main subjects, including Mathematics, English, French and Science, they are offered a seat in a secondary school. Learning performance, in other words, grades at the end of their first major turning point (CPE) is crucial as it lays the foundation for secondary schooling. After five years of secondary education, students sit for the School Certificate (SC) examinations, the second major turning point in their learning journey. Here, grades are assigned on two possible scales, the letter grades ranging from A to E or the number grade ranging from 1 to 8. There is a general outcry from educators who constantly draw attention to the low level of mathematics skills which many students demonstrate when joining secondary schools. In a recent study, Appavoo et al. (2013) report that on average, 76 % of students are successful in mathematics at the Certificate of Primary Education (CPE) examinations. Among these students, on average, only 42% managed to get a grade A, B or C at the School Certificate examinations.The authors analyzed the reports of the Mauritius Examinations Syndicate (MES) and constructed a theoretical pattern that described how students who completed their CPE in 2005, eventually performed at SC in 2010. This pattern, as depicted in Figure 1, showed that the great majority of students regressed in their mathematics learning performa...

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“…• This study confirmed that prior performance is a powerful predictor of later mathematics performance as revealed by Kyttälä and Björn (2010).…”

Section: Contribution Of This Paper To the Literaturesupporting

confidence: 72%

Section: Discussionmentioning

confidence: 79%

Investigating Mathematics Learning Trajectories: A Comparative Analysis of Grades at Two Major Turning Points

Appavoo

Armoogum²,

Soyjaudah

2018

EURASIA J MATH SCI T

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show abstract

“…• Some got credit (3)(4) or even (5)(6) So to proceed with the analysis and comparison, a few assumptions were made and an algorithm designed. This helped establish a theoretical relationship between grades at CPE and SC.…”

Section: Methodsmentioning

confidence: 99%

“…Based on longitudinal data, it was shown that prior performance is the most powerful predictor of later mathematics performance [6]. In a study carried out to compare achievements over a period of three years, it was found that there was a visible downward trend in the learning of mathematics over that period [4].…”

Section: Introductionmentioning

confidence: 99%

Effects of prior learning on mathematics performance at secondary level

2013

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This research study was triggered by the relatively low percentage of students who successfully study mathematics at the Higher School Certificate (HSC )level. While pass rate in mathematics averages 76% at primary level, it remains a concern that only around 42% of School Certificate (SC) students get a good grade (distinction or credit) in that subject. Causes are multifaceted but this study particularly sought to investigate the effects of prior learning achievement at the Certificate of Primary Education (CPE) level on academic performance at secondary level in Mathematics. It analyzed the distribution of grades at SC and established a relationship with results obtained five years before by the same group of students. The trend was analyzed using data from the Mauritius Examinations Syndicate (MES) for three cohorts of CPE students. Compared to the number of students taking the CPE exams, it was found that only 18% of them studied the subject at HSC level. Grades at SC proved to be significantly influenced by CPE grades. Students consistently regressed in their mathematics learning over the five years of secondary schooling. This study unveils that to some extent mathematics disabilities can be diagnosed right at CPE level and confirms that prior knowledge has a determining effect on future learning achievement.

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“…Besides students' appraisals of control measured as judgments of competence, that is, relatively stable self-concept of ability, value assessed in terms of students' perceived importance of the subject and domain-specific achievement outcomes, are posited to be antecedents of emotional experiences (e.g. Kyttälä & Björn, 2010;Pekrun et al, 2002;Ruthig et al, 2008;Seegers & Boekaerts, 1993). Hence, it is also expected that high self-concept and strong subject value will positively influence students' on-task emotional states.…”

Section: Sources Of Students' Task-related Emotions During Learningmentioning

confidence: 97%

Interest, enjoyment and pride after failure experiences? Predictors of students’ state-emotions after success and failure during learning in mathematics

Tulis

Ainley

2011

Educational Psychology

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The current investigation was designed to identify emotion states students experience during mathematics activities, and in particular to distinguish emotions contingent on experiences of success and experiences of failure. Students' taskrelated emotional responses were recorded following experiences of success and failure while working with an individualised computer-based mathematics learning environment. In addition, relations between these patterns of emotional responses after success and failure experiences and trait-like motivational variables, self-concept of ability, subject value, orientation to learning from errors, goal orientation and causal attributions, were examined. Two separate studies are reported. In Study 1 emotions associated with success and failure experiences in mathematics were investigated in relation to self-concept of ability, subject value and orientation to learning from errors. In Study 2, patterns of emotion following success and failure were examined in relation to students' goal orientation and their causal attributions for success in school.

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Prior mathematics achievement, cognitive appraisals and anxiety as predictors of Finnish students’ later mathematics performance and career orientation

Cited by 42 publications

References 40 publications

Investigating Mathematics Learning Trajectories: A Comparative Analysis of Grades at Two Major Turning Points

Investigating Mathematics Learning Trajectories: A Comparative Analysis of Grades at Two Major Turning Points

Effects of prior learning on mathematics performance at secondary level

Interest, enjoyment and pride after failure experiences? Predictors of students’ state-emotions after success and failure during learning in mathematics

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