Relationship between affect and achievement in science and mathematics in Malaysia and Singapore

Background : The Trends in International Mathematics and Science Study (TIMSS) assesses the quality of the teaching and learning of science and mathematics among Grades 4 and 8 students across participating countries. Purpose : This study explored the relationship between positive affect towards sci...

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Vydané v:Research in science & technological education Ročník 30; číslo 3; s. 225 - 237
Hlavní autori: Ng, Khar Thoe, Lay, Yoon Fah, Areepattamannil, Shaljan, Treagust, David F., Chandrasegaran, A.L.
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Abingdon Routledge 01.11.2012
Taylor & Francis Ltd
Predmet:
Academic Achievement
Achievement Tests
Affective behaviour
Asian students
attitudes
Comparative education
Correlation
Educational Attainment
Educational Quality
Foreign Countries
Gender Differences
Grade 4
Grade 8
interest and motivation
Intervention
Learning
Malaysia
Mathematics Achievement
Mathematics attitudes
Mathematics education
Mathematics Instruction
Native Language
Parent Background
Predictor Variables
Science Achievement
science and mathematics learning
Science education
Science Instruction
Sciences
Scores
Secondary education
Secondary School Students
Self Concept
Singapore
Student Attitudes
Surveys
Teaching methods
TIMSS 2007
Trends in International Mathematics and Science Study
Trends in International Mathematics and Science Study (TIMSS)
Year 8
Malaysia
Singapore
ISSN:0263-5143, 1470-1138
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Shrnutí:Background : The Trends in International Mathematics and Science Study (TIMSS) assesses the quality of the teaching and learning of science and mathematics among Grades 4 and 8 students across participating countries. Purpose : This study explored the relationship between positive affect towards science and mathematics and achievement in science and mathematics among Malaysian and Singaporean Grade 8 students. Sample : In total, 4466 Malaysia students and 4599 Singaporean students from Grade 8 who participated in TIMSS 2007 were involved in this study. Design and method : Students' achievement scores on eight items in the survey instrument that were reported in TIMSS 2007 were used as the dependent variable in the analysis. Students' scores on four items in the TIMSS 2007 survey instrument pertaining to students' affect towards science and mathematics together with students' gender, language spoken at home and parental education were used as the independent variables. Results : Positive affect towards science and mathematics indicated statistically significant predictive effects on achievement in the two subjects for both Malaysian and Singaporean Grade 8 students. There were statistically significant predictive effects on mathematics achievement for the students' gender, language spoken at home and parental education for both Malaysian and Singaporean students, with R 2 = 0.18 and 0.21, respectively. However, only parental education showed statistically significant predictive effects on science achievement for both countries. For Singapore, language spoken at home also demonstrated statistically significant predictive effects on science achievement, whereas gender did not. For Malaysia, neither gender nor language spoken at home had statistically significant predictive effects on science achievement. Conclusions : It is important for educators to consider implementing self-concept enhancement intervention programmes by incorporating 'affect' components of academic self-concept in order to develop students' talents and promote academic excellence in science and mathematics.
Bibliografia:Refereed article. Includes bibliographical references.
Research in Science and Technological Education; v.30 n.3 p.225-237; November 2012
SourceType-Scholarly Journals-1
ObjectType-Feature-1
content type line 14
ISSN:0263-5143
1470-1138
DOI:10.1080/02635143.2012.708655