Mathematics Achievement in 10th Grade: Do the Classroom Instructional Activities Matter?
The study explored the relationship of mathematics self-efficacy, attitude towards mathematics, and mathematics achievement to the instructional activities in mathematics classrooms in 10th grade. The data were accessed from the first wave of ELS: 2002 (Education Longitudinal Study) to estimate structural models of mathematics achievement. The sample consisted of 16,252 students who participated in base year (2002) and first follow-up (2004) data collection (NCES). It was hypothesized that various instructional classroom activities such as small group work, use of calculators, student centered math activities would have positive effect on mathematics achievement and on domain specific self efficacy and attitude. The results supported the theoretical underpinnings of the conceptual model, and showed significant effect of engagement in certain classroom instructional activities and practices on mathematics achievement as measured by math IRT scores. These effects varied significantly by ethnicity and raised questions about the quality of instruction for various groups. Low achievement of U.S. high school students in mathematics has been a serious concern among educators, educational policy makers and public. These results contribute to a better understanding of the role of class room instructional activities and how they provide opportunity to learn and affect math efficacy, attitude and achievement.
Keywords: Math Self-Efficacy, Math Attitude, Math Achievement, Math Class Activity
Dr. Kusum Singh
Professor, Department of Educational Leadership & Policy Studies, Virginia Tech
Dr. Mido Chang
Assistant Professor, Educational Research and Evaluation, Virginia Tech