Using Hierarchical Linear Modeling to Examine Attitudinal and Instructional Variables that Predict Students’ Achievement in Mathematics
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Date
2016-04-12
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Abstract
Mathematics is considered to be the foundation for success in many aspects of life because there cannot be any meaningful development without knowledge of Mathematics. Students’ achievement in Mathematics is often considered necessary for the success of the students and the future of their country. Therefore, the training and preparation of students to do well in Mathematics has become a fundamental goal of education for most countries. Researchers, educators and policy-makers are in a continuous struggle to find ways of improving students’ achievement in Mathematics. Applying Hierarchical Linear Modeling on the Trends in International Mathematics and Science Study (TIMSS) 2007, this study examines the relationship between attitudinal and instructional variables and Mathematics achievement among Ghana’s grade eight students. Prior to the analyses, exploratory factor analyses were conducted for clusters of similar items reduce the number of predictor variables. The results indicate that students’ gender, educational aspiration, self-confidence in Mathematics, value for Mathematics, the frequent use of some instructional variables, teachers’ major area of study were significant predictors of Mathematics achievement. However, teacher variables such as teacher’s gender and years of teaching were not significant predictors of Maths achievement.
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Mathematics, Hierarchical Linear Modeling, Trends in International Mathematics and Science Study (TIMSS) 2007, instructional variables