Mathematics Achievement in 10th Grade: Do the Classroom Instructional Activities Matter?

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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
Stream: Curriculum and Pedagogy; Student Learning, Learner Experiences, Learner Diversity
Presentation Type: Virtual Presentation in English
Paper: A paper has not yet been submitted.


Dr. Kusum Singh

Professor, Department of Educational Leadership & Policy Studies, Virginia Tech
Blackburgs, Virginia, USA

Dr. Kusum Singh is a professor in Educational Research and Evaluation program at Virginia Tech. Her current research interests focus on social and cognitive factors in educational achievement, school and family environments that affect math and science learning.

Dr. Mido Chang

Assistant Professor, Educational Research and Evaluation, Virginia Tech
Blacksburg, VA, USA

Dr. Mido Chang is an assistant professor of Department of Educational Leadership and Policy Studies at Virginia Tech, teaching statistics courses including Quantitative Research Methods in Education, Multivariate Statistics, Multiple Regression, and Hierarchical Linear Models. Her research focuses on longitudinal growth models and multilevel models, covering multiple waves of growth trajectory; non-linear and growth curve models. She applies the statistical models to explore educational policy issues related to the academic achievement of educationally disadvantaged students. Her recent studies have dealt with the effects of social context, school programs and teachers’ class practices on the academic performance of immigrant and minority students, using nationally representative databases. She holds Ph.D. in statistics, measurement, and evaluation, and three masters’ degrees in child development, TESOL, and applied statistics, and several years of teaching elementary and high school students.

Ref: L08P0560