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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| Vydáno v: | Research in science & technological education Ročník 30; číslo 3; s. 225 - 237 |
|---|---|
| Hlavní autoři: | , , , , |
| Médium: | Journal Article |
| Jazyk: | angličtina |
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Abingdon
Routledge
01.11.2012
Taylor & Francis Ltd |
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| ISSN: | 0263-5143, 1470-1138 |
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| Abstract | 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. |
|---|---|
| AbstractList | 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. 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. In total, 4466 Malaysian students and 4599 Singaporean students from Grade 8 who participated in TIMSS 2007 were involved in this study. 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. 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. 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. 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. 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. In total, 4466 Malaysia students and 4599 Singaporean students from Grade 8 who participated in TIMSS 2007 were involved in this study. 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. 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. It is important for educators to consider implementing self-concept enhancement intervention programs by incorporating 'affect' components of academic self-concept in order to develop students' talents and promote academic excellence in science and mathematics. [Author abstract] 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[squared] = 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. (Contains 4 tables and 1 figure.) 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. |
| Audience | Grade 8 Secondary Education |
| Author | Treagust, David F. Chandrasegaran, A.L. Lay, Yoon Fah Areepattamannil, Shaljan Ng, Khar Thoe |
| AuthorAffiliation | Universiti Malaysia Sabah. School of Education and Social Development Nanyang Technological University. National Institute of Education Curtin University of Technology. Science and Mathematics Education Centre Southeast Asian Ministers of Education Organisation (SEAMEO). Regional Centre for Education in Science and Mathematics (RECSAM) |
| AuthorAffiliation_xml | – name: Curtin University of Technology. Science and Mathematics Education Centre – name: Universiti Malaysia Sabah. School of Education and Social Development – name: Nanyang Technological University. National Institute of Education – name: Southeast Asian Ministers of Education Organisation (SEAMEO). Regional Centre for Education in Science and Mathematics (RECSAM) |
| Author_xml | – sequence: 1 givenname: Khar Thoe surname: Ng fullname: Ng, Khar Thoe organization: Research and Development Division, SEAMEO RECSAM – sequence: 2 givenname: Yoon Fah surname: Lay fullname: Lay, Yoon Fah email: layyoonfah@yahoo.com.my organization: School of Education and Social Development , Universiti Malaysia Sabah – sequence: 3 givenname: Shaljan surname: Areepattamannil fullname: Areepattamannil, Shaljan organization: Office of Educational Research , National Institute of Education, Nanyang Technological University – sequence: 4 givenname: David F. surname: Treagust fullname: Treagust, David F. organization: Science and Mathematics Education Centre , Curtin University – sequence: 5 givenname: A.L. surname: Chandrasegaran fullname: Chandrasegaran, A.L. organization: Science and Mathematics Education Centre , Curtin University |
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: The Trends in International Mathematics and Science Study (TIMSS) assesses the quality of the teaching and learning of science and mathematics... The Trends in International Mathematics and Science Study (TIMSS) assesses the quality of the teaching and learning of science and mathematics among Grades 4... Background: The Trends in International Mathematics and Science Study (TIMSS) assesses the quality of the teaching and learning of science and mathematics... |
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| SubjectTerms | 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 |
| Title | Relationship between affect and achievement in science and mathematics in Malaysia and Singapore |
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