#### Early Predictors Of High School Mathematics Achievements For Grade 9 Students In A Public High School

Volume 2 - Issue 6, June 2018 Edition

[Download Full Paper]

Author(s)

Prima R. Arcallana, Jonathan O. Etcuban, Aahron M. Dinauanao, Philip Joel DR. Macugay

Keywords

Early predictors, mathematics achievement, mathematics education, Philippines

Abstract

Recognizing the sorts of mathematical content that are most prescient of students' long haul learning is fundamental for enhancing mathematical development for students in the developing countries. The study used a descriptive correlational method of research using a modified division-issued individual student profile questionnaire, a standardized mathematical attitudinal scale, and a secondary data from the High School Registrar were utilized to gather the data. The Grade 8 high school students of Apas National High School, Cebu City, Philippines were the respondents of the study. Frequency, simple percentage, weighted mean, Chi-square test of independence, and t-test were used to treat the gathered data. The findings revealed that there were significant relationships between age of the respondents and their grades in Grade-7 mathematics as well as their attitudes towards mathematics. It was concluded that students’ performance in mathematics in a public high school is influenced by their age, previous grades in math, and attitudes towards mathematics. The researchers recommend that the proposed action be implemented and monitored. Further, they suggest that another investigation is conducted to confirm its preliminary findings.

References

[1] Abu-Hilal, M. M. (2000). A structural model for predicting mathematics achievement: Its relation with anxiety and self-concept in mathematics. Psychological Reports, 86(3), 835-847. Retrieved March 2018 from https://goo.gl/sfs8sC

[2] Adao, R. M., Bueno, M. B., Persia, J. M., & Landicho, L. C. (2015). Academic motivation among college students with math anxiety: basis for an enhancement program. Asia Pacific Journal of Education, Arts, and Sciences, 2(3), 58-62. Retrieved March 2018 from https://goo.gl/uUnPDS

[3] Aguilera, R. V., Williams, C. A., & Rupp, D. E. (2011). Increasing corporate social responsibility through stakeholder value internalization (and the catalyzing effect of new governance): An application of organizational justice, self-determination, and social influence theories. In Managerial ethics (pp. 87-106). Routledge. Retrieved April 2018 from https://goo.gl/R9Mkv2

[4] Aunola, K., Leskinen, E., & Nurmi, J. E. (2006). Developmental dynamics between mathematical performance, task motivation, and teachers' goals during the transition to primary school. British Journal of Educational Psychology, 76(1), 21-40. Retrieved March 2018 from https://goo.gl/GJ1wDX

[5] Baard, P. P. (2002). Intrinsic need satisfaction in organizations: A motivational basis of success in for-profit and not-for-profit settings. Handbook of self-determination research, 2, 255-275. Retrieved April 2018 from https://goo.gl/bWDMyF

[6] Baker, S., Gersten, R., & Lee, D. S. (2002). A synthesis of empirical research on teaching mathematics to low-achieving students. The Elementary School Journal, 103(1), 51-73. Retrieved March 2018 from https://goo.gl/Hgviq8

[7] Battle, A., & Wigfield, A. (2003). College women’s value orientations toward family, career, and graduate school. Journal of Vocational Behavior, 62(1), 56-75. Retrieved March 2018 from https://goo.gl/YdbySs

[8] Beal, C. R., Qu, L., & Lee, H. (2008). Mathematics motivation and achievement as predictors of high school students' guessing and help‐seeking with instructional software. Journal of Computer Assisted Learning, 24(6), 507-514. Retrieved March 2018 from https://goo.gl/XvebZc

[9] Berliner, D. C. (2009). Poverty and potential: Out-of-school factors and school success. Education Policy Research Unit. Retrieved April 2018 from https://eric.ed.gov/?id=ED507359

[10] Bernardo, A. B., Zhang, L. F., & Callueng, C. M. (2002). Thinking styles and academic achievement among Filipino students. The Journal of Genetic Psychology, 163(2), 149-163. Retrieved March 2018 from https://goo.gl/DjjGsv

[11] Cangelosi, J. S. (2013). Classroom management strategies: Gaining and maintaining students' cooperation. John Wiley & Sons. Retrieved April 2018 from https://goo.gl/MyBwa5

[12] Cantin, S., & Boivin, M. (2004). Change and stability in children’s social network and self-perceptions during transition from elementary to junior high school. International Journal of Behavioral Development, 28(6), 561-570. Retrieved March 2018 from https://goo.gl/5vj2Za

[13] Carmichael, C., & Taylor, J. A. (2005). Analysis of student beliefs in a tertiary preparatory mathematics course. International Journal of Mathematical Education in Science and Technology, 36(7), 713-719. Retrieved March 2018 from https://goo.gl/vBuWNB

[14] Carr, M., Steiner, H. H., Kyser, B., & Biddlecomb, B. (2008). A comparison of predictors of early emerging gender differences in mathematics competency. Learning and Individual Differences, 18(1), 61-75. Retrieved March 2018 from https://goo.gl/UmNPDS

[15] Chiu, C. M., & Wang, E. T. (2008). Understanding Web-based learning continuance intention: The role of subjective task value. Information & Management, 45(3), 194-201. Retrieved March 2018 from https://goo.gl/MEG3oV

[16] d'Ambrosio, U. (2001). What is ethnomathematics, and how can it help children in schools?. Teaching children mathematics, 7(6), 308. Retrieved March 2018 from https://goo.gl/dnnPVJ

[17] Darling-Hammond, L. (2000). Teacher quality and student achievement. Education policy analysis archives, 8, 1. Retrieved March 2018 from https://goo.gl/pN2NnX

[18] Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6), 627. Retrieved March 2018 from https://goo.gl/JuEKyb

[19] Durik, A. M., Vida, M., & Eccles, J. S. (2006). Task values and ability beliefs as predictors of high school literacy choices: A developmental analysis. Journal of Educational Psychology, 98(2), 382. Retrieved March 2018 from https://goo.gl/KmR8CP

[20] Frenzel, A. C., Goetz, T., Lüdtke, O., Pekrun, R., & Sutton, R. E. (2009). Emotional transmission in the classroom: exploring the relationship between teacher and student enjoyment. Journal of educational psychology, 101(3), 705. Retrieved March 2018 from https://goo.gl/B8hsjL

[21] Gutman, L. M. (2006). How student and parent goal orientations and classroom goal structures influence the math achievement of African Americans during the high school transition. Contemporary Educational Psychology, 31(1), 44-63. Retrieved March 2018 from https://goo.gl/4jjgFt

[22] Gutman, L. M., & Midgley, C. (2000). The role of protective factors in supporting the academic achievement of poor African American students during the middle school transition. Journal of youth and adolescence, 29(2), 223-249. Retrieved March 2018 from https://goo.gl/PVNCo1

[23] Greene, B. A., Miller, R. B., Crowson, H. M., Duke, B. L., & Akey, K. L. (2004). Predicting high school students' cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary educational psychology, 29(4), 462-482. Retrieved March 2018 from https://goo.gl/CRZYo3

[24] Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410-1412. Retrieved March 2018 from https://goo.gl/VBb7e1

[25] Jimerson, S., Egeland, B., Sroufe, L. A., & Carlson, B. (2000). A prospective longitudinal study of high school dropouts examining multiple predictors across development. Journal of school psychology, 38(6), 525-549. Retrieved March 2018 from https://goo.gl/YA1Gcx

[26] Kashdan, T. B., & Fincham, F. D. (2004). Facilitating curiosity: A social and self‐regulatory perspective for scientifically based interventions. Positive psychology in practice, 482-503. Retrieved April 2018 from https://goo.gl/aWkwdV

[27] LaBerge, S. (2009). Lucid dreaming: A concise guide to awakening in your dreams and in your life. USA: Accessible Publishing Systems Pty Ltd. Retrieved April 2018 from https://goo.gl/MuQxNh

[28] Levine, M. (2012). A mind at a time: How every child can succeed. Simon and Schuster. Retrieved April 2018 from https://goo.gl/RxNkxu

[29] Lewis, B. (2013). A behavioral view on firm response to ratings: How positive recognition leads to reductions in charitable contributions. Retrieved April 2018 from https://goo.gl/uAuxh7

[30] Ma, X., & Kishor, N. (1997). Assessing the relationship between attitude toward mathematics and achievement in mathematics: A meta-analysis. Journal for research in mathematics education, 26-47. Retrieved April 2018 from https://goo.gl/oBBT4T

[31] Maehr, M. L., & Sjogren, D. D. (1971). Atkinson’s Theory of Achievement Motivation: First Step Toward a Theory of Academic Motivation?. Review of Educational Research, 41(2), 143-161. Retrieved April 2018 from https://goo.gl/AzRDAF

[32] McCaffrey, D. F., Hamilton, L. S., Stecher, B. M., Klein, S. P., Bugliari, D., & Robyn, A. (2001). Interactions among instructional practices, curriculum, and student achievement: The case of standards-based high school mathematics. Journal for Research in Mathematics Education, 493-517. Retrieved April 2018 from https://goo.gl/EF96he

[33] Middleton, J. A., & Spanias, P. A. (1999). Motivation for achievement in mathematics: Findings, generalizations, and criticisms of the research. Journal for research in Mathematics Education, 65-88. Retrieved April 2018 from https://goo.gl/af8R4q

[34] Ngurah, A. A. M. I. G., & Lynch, D. P. (2013). A confirmatory factor analysis of attitudes toward mathematics inventory (ATMI). The Mathematics Educator, 15(1), 121-135. Retrieved April 2018 from https://goo.gl/brPi4V

[35] Pajares, F. (2005). Gender differences in mathematics self-efficacy beliefs. Gender differences in mathematics: An integrative psychological approach, 294-315. Retrieved April 2018 from https://goo.gl/obXJCe

[36] Parsons, S., Croft, T., & Harrison, M. (2011). Engineering students’ self-confidence in mathematics mapped onto Bandura’s self-efficacy. Engineering Education, 6(1), 52-61. Retrieved April 2018 from https://goo.gl/my6W6M

[37] Rademacher, H., & Toeplitz, O. (1990). The enjoyment of mathematics: selections from mathematics for the amateur. Courier Corporation. Retrieved April 2018 from https://goo.gl/Ui2vSp

[38] Rodrigo, M. M. T. (2011). Dynamics of student cognitive-affective transitions during a mathematics game. Simulation & Gaming, 42(1), 85-99. Retrieved April 2018 from https://goo.gl/UakLfi

[39] Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68. Retrieved April 2018 from https://goo.gl/QtytiF

[40] Siegler, R. S., Duncan, G. J., Davis-Kean, P. E., Duckworth, K., Claessens, A., Engel, M., ... & Chen, M. (2012). Early predictors of high school mathematics achievement. Psychological science, 23(7), 691-697. Retrieved April 2018 from https://goo.gl/g8Be7S

[41] Simon, B. S. (2001). Family involvement in high school: Predictors and effects. Nassp Bulletin, 85(627), 8-19. Retrieved April 2018 from https://goo.gl/oDLsuU

[42] Simpkins, S. D., Davis-Kean, P. E., & Eccles, J. S. (2006). Math and science motivation: A longitudinal examination of the links between choices and beliefs. Developmental psychology, 42(1), 70. Retrieved April 2018 from https://goo.gl/DUFzzS

[43] Sun, T., Tai, Z., & Tsai, K. C. (2010). Perceived ease of use in prior e‐commerce experiences: A hierarchical model for its motivational antecedents. Psychology & Marketing, 27(9), 874-886. Retrieved April 2018 from https://goo.gl/VZ4vqp

[44] Tulis, M., & Ainley, M. (2011). Interest, enjoyment, and pride after failure experiences? Predictors of students' state-emotions after success and failure during learning in mathematics. Educational Psychology, 31(7), 779-807. Retrieved April 2018 from https://goo.gl/pcxkYn

[45] Wang, M. T. (2012). Educational and career interests in math: A longitudinal examination of the links between classroom environment, motivational beliefs, and interests. Developmental psychology, 48(6), 1643. Retrieved April 2018 from https://goo.gl/m1ApYT

[46] Watts, T. W., Duncan, G. J., Siegler, R. S., & Davis-Kean, P. E. (2014). What’s past is prologue: Relations between early mathematics knowledge and high school achievement. Educational Researcher, 43(7), 352-360. Retrieved April 2018 from https://goo.gl/nHPhAp

[47] Werblow, J., & Duesbery, L. (2009). The impact of high school size on math achievement and dropout rate. The High School Journal, 92(3), 14-23. Retrieved April 2018 from https://goo.gl/XYAfwk

[48] Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30(1), 1-35. Retrieved April 2018 from https://goo.gl/HsHu1C

[49] Wigfield, A., & Eccles, J. S. (2002). The development of competence beliefs, expectancies for success, and achievement values from childhood through adolescence. Retrieved April 2018 from https://goo.gl/ZbimS3

[50] Wigfield, A., Tonks, S., & Klauda, S. L. (2009). Expectancy-value theory. Handbook of motivation at school, 55-75. Retrieved April 2018 from https://goo.gl/mA4z4x

[51] Wolters, C. A. (2004). Advancing Achievement Goal Theory: Using Goal Structures and Goal Orientations to Predict Students' Motivation, Cognition, and Achievement. Journal of educational psychology, 96(2), 236. Retrieved April 2018 from https://goo.gl/jRuqL5

[52] Wong, D. (2007). Beyond control and rationality: Dewey, aesthetics, motivation, and educative experiences. Teachers College Record, 109(1), 192-220. Retrieved April 2018 from https://goo.gl/UN4z5D

[53] Zimmerman, B. J., & Schunk, D. H. (2011). Self-regulated learning and performance. Handbook of self-regulation of learning and performance, 1-12. Retrieved April 2018 from https://goo.gl/2GubbR