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1 – 10 of 191The study’s objective was to ascertain the connection between secondary school students' test anxiety, academic self-concept, motivation and academic performance in mathematics…
Abstract
Purpose
The study’s objective was to ascertain the connection between secondary school students' test anxiety, academic self-concept, motivation and academic performance in mathematics. The difference between the academic performances of male and female secondary school students who exhibit high and low test anxiety, academic self-concept and motivation levels in mathematics.
Design/methodology/approach
Four hypotheses and four research questions were adopted. The design is a correlation. 42,299 mathematics students in senior school year two (SS2) made up the research population. A sample of 1,650 students was selected through a multi-stage sampling procedure. The main instruments used were the Mathematics Test Anxiety Questionnaire (MTAQ), Academic Self-Concept Questionnaire (ASQ) and Academic Motivation Questionnaire (AMQ) and students’ math scores. These instruments were validated by three experts and the reliability coefficients of 0.69, 0.68 and 0.68 were obtained for MTAQ, ASQ and AMQ, respectively, using Cronbach alpha. Pearson product moment correlation was used to analyze the data.
Findings
The study’s results showed a correlation between secondary school students' academic performance in mathematics and test anxiety, academic self-concept and motivation. There was a significant difference between secondary school male and female students' test anxiety; there was a significant difference between secondary school male and female students' self-concept and academic performance in mathematics, and there was a significant difference between secondary school male and female students' motivation and academic performance in mathematics.
Originality/value
The major contribution of this study is to investigate the connection between test anxiety, academic self-concept motivation and students’ mathematics performance. There is a difference between psychological variables, gender and mathematics performance.
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Miriam Marie Sanders, Julia E. Calabrese, Micayla Gooden and Mary Margaret Capraro
Research has shown that science, technology, engineering and mathematics (STEM) self-beliefs and enjoyment are critical factors for predicting female students’ persistence in STEM…
Abstract
Purpose
Research has shown that science, technology, engineering and mathematics (STEM) self-beliefs and enjoyment are critical factors for predicting female students’ persistence in STEM degrees and careers. Studies have shown the positive effects of informal STEM learning experiences on female students’ self-beliefs. However, with the rise of all-female STEM learning experiences, such as summer camps, considering the potential advantages and disadvantages of co-ed options is important. Further, prior STEM education research has focused on sex differences in students’ self-efficacy and STEM career interests. Our study aims to examine within sex differences in secondary, female students (n = 104) who attend either a co-ed STEM camp or a same-sex STEM camp.
Design/methodology/approach
To examine potential differences, we conducted independent sample t-tests.
Findings
Results of the study include statistically significant differences in mathematics and science self-efficacy as well as STEM career interest after participating in their respective camps.
Originality/value
Further, prior research in STEM education has focused on between sex differences in students’ self-efficacy and STEM career interest.
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There is some evidence to suggest that the historical challenge associated with recruiting and retaining Black and Brown Science, Technology, Engineering and Math (STEM…
Abstract
Purpose
There is some evidence to suggest that the historical challenge associated with recruiting and retaining Black and Brown Science, Technology, Engineering and Math (STEM) collegians is tied to early their teaching and learning experiences in Mathematics. This paper describes an National Science Foundation (NSF) funded project (NSF #2151043) whose goal is to attract, prepare and retain math teachers of color in high need school districts ensure that those teachers remain in the field long enough to make a meaningful impact on the minds and hearts of BIPOC students who are often, extrinsically, and intrinsically, discouraged from pursuing careers in STEM professions.
Design/methodology/approach
This mixed-methods study, which began in the summer of 2023, seeks to recruit, prepare, support and retain nineteen (19) Black and Brown math teachers for two (2) high need urban school districts. The expectancy value theory will be used to explain the performance, persistence, and choices of the teachers, while grounded theory will be utilized to understand the impact of the intensive mentorship and wellness coaching that applied over the first year of their preservice preparation and subsequent in-service years.
Findings
Measures of project efficacy won’t begin until 2025 and as such there are no findings or implications to draw from for the study at this time.
Originality/value
The intention of this paper is to augment the body of knowledge on recruiting and retaining Black and Brown math teachers for urban schools where the need for quality STEM teachers is critical.
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Camila Alvarenga and Cicero Braga
In Brazil, over 4.7 million women enrolled in university in the year 2017. However, Brazilian women have been consistently overrepresented in humanities and care majors and…
Abstract
Purpose
In Brazil, over 4.7 million women enrolled in university in the year 2017. However, Brazilian women have been consistently overrepresented in humanities and care majors and underrepresented in science, technology, engineering and mathematics (STEM). Given that observed gender differences in math-intensive fields have lasting effects on gender inequality in the labor market, and that observed gender variations do not necessarily associate with differences in innate ability, in this paper we explore the paths of societal gender bias and gender differences in a Brazilian university.
Design/methodology/approach
We conduct a social experiment at a University in Southeastern Brazil, applying the gender-STEM Implicit Association Test.
Findings
We found that women in STEM are less likely to show gender-STEM implicit stereotypes, compared to women in humanities. The results indicate a negative correlation between implicit gender stereotyping and the choice of math-intensive majors by women.
Originality/value
The stereotype-congruent results are indicative of the gender bias in Brazilian society, and suggest that stereotypes created at early stages in life are directly related to future outcomes that reinforce gender disparities in Brazil, which can be observed in career choices.
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Stephanie L. Savick and Lauren Watson
This paper will discuss one university’s efforts to initiate a process to better support PK-12 continuous school improvement goals for all 13 schools in their PDS network as a way…
Abstract
Purpose
This paper will discuss one university’s efforts to initiate a process to better support PK-12 continuous school improvement goals for all 13 schools in their PDS network as a way to broaden the university’s mission and respond more formally to the individual school communities with which they partner.
Design/methodology/approach
The paper is conceptual in that it presents an innovative idea to stimulate discussion, generate new ideas and advance thinking about cross-institutional collaboration between universities and professional development schools.
Findings
The paper provides insights and ideas for bringing about change and growth in a seasoned PDS partnership network by connecting PK-12 continuous school improvement efforts to PDS partnership work.
Originality/value
This paper fulfills an identified need to study how seasoned partnerships can participate in simultaneous renewal by offering ideas that school–university partnership leaders can build upon as they make efforts to participate in the process of growth and change.
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Zamira Hyseni Duraku, Linda Hoxha, Jon Konjufca, Artë Blakaj, Blerinë Bytyqi, Erona Mjekiqi and Shkurtë Bajgora
This pilot study aims to examine the prevalence of test anxiety and its interplay with attitudes, confidence, efficacy, academic performance and socio-demographic factors within…
Abstract
Purpose
This pilot study aims to examine the prevalence of test anxiety and its interplay with attitudes, confidence, efficacy, academic performance and socio-demographic factors within the domain of science, technology, engineering and mathematics (STEM) courses.
Design/methodology/approach
The authors employed a quantitative, cross-sectional design with 549 sixth-grade students from public lower secondary schools in Prishtina, Kosovo, using the Student Attitudes Toward STEM Survey (S-STEM) for middle/high schools and the test anxiety questionnaire.
Findings
Over 70% of Kosovo's sixth-grade students reported moderate to severe test anxiety. The age of students was found to be inversely related to academic performance in STEM. The father's employment was associated with favorable STEM attitudes, confidence, efficacy and academic performance. Having a personal study environment was connected with favorable STEM attitudes, confidence and efficacy in STEM, whereas access to technology was associated with positive academic performance. Test anxiety, academic performance and personal study space predicted students' attitudes, confidence and efficacy in STEM and 21st-century learning.
Practical implications
Educational institutions should prioritize student well-being. By addressing test anxiety, these institutions can create supportive learning environments that improve attitudes, confidence and efficacy in STEM fields. These efforts are crucial for STEM career development and student success in the 21st-century workforce.
Originality/value
The current study findings contribute to a deeper understanding of the factors influencing STEM student engagement and performance, highlighting the importance of addressing test anxiety for positive learning outcomes while emphasizing the need to consider socio-economic and contextual factors in education.
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Musa Saimon, Zsolt Lavicza, Tony Houghton and Imam Rahmadi
The purpose of this study is to propose a model for integrating microgames in teaching primary Education for Sustainable Development (ESD) and illustrate the application of the…
Abstract
Purpose
The purpose of this study is to propose a model for integrating microgames in teaching primary Education for Sustainable Development (ESD) and illustrate the application of the proposed model in teaching integrated mathematics, arts, technology and language in primary ESD.
Design/methodology/approach
The model was based on conceptual mapping from the reviewed literature and reflection from their teaching experience.
Findings
The model and the related teaching-learning activities have been proposed.
Originality/value
The proposed model enhances the use of microgames in an interdisciplinary teaching framework.
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Francisca Letícia Ferreira de Lima, Rafael Barros Barbosa, Alesandra Benevides and Fernando Daniel de Oliveira Mayorga
This paper examines the impact of extreme rainfall shocks on the performance in test scores of students living near at-risk urban areas in Brazil.
Abstract
Purpose
This paper examines the impact of extreme rainfall shocks on the performance in test scores of students living near at-risk urban areas in Brazil.
Design/methodology/approach
To identify the causal effect, we consider the exogenous variation of rainfall at the municipal level conditioned on the distance from the school to risk areas and the rainfall intensity in the school months.
Findings
The results suggest that extreme precipitation shocks, defined as a shock of at least three months of high-intensity rainfall, have an adverse impact on both math and language performance. Through a heterogeneous effects analysis, we find that the impact varies by student gender, with girls being more affected. In addition, among students who study near at-risk areas, those with better previous school performance and higher socioeconomic status are more negatively affected.
Originality/value
Our results suggest that extreme weather events can increase the differences in human capital accumulation between the population living near risk areas and those living more distant from these areas.
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Andrew Cram, Stephanie Wilson, Matthew Taylor and Craig Mellare
This paper aims to identify and evaluate resolutions to key learning and teaching challenges in very large courses that involve practical mathematics, such as foundational finance.
Abstract
Purpose
This paper aims to identify and evaluate resolutions to key learning and teaching challenges in very large courses that involve practical mathematics, such as foundational finance.
Design/methodology/approach
A design-based research approach is used across three semesters to iteratively identify practical problems within the course and then develop and evaluate resolutions to these problems. Data are collected from both students and teachers and analysed using a mixed-method approach.
Findings
The results indicate that key learning and teaching challenges in large foundational finance courses can be mitigated through appropriate consistency of learning materials; check-your-understanding interactive online content targeting foundational concepts in the early weeks; connection points between students and the coordinator to increase teacher presence; a sustained focus on supporting student achievement within assessments; and signposting relevance of content for the broader program and professional settings. Multiple design iterations using a co-design approach were beneficial to incrementally improve the course and consider multiple perspectives within the design process.
Practical implications
This paper develops a set of design principles to provide guidance to other practitioners who seek to improve their own courses.
Originality/value
The use of design-based research and mixed-method approaches that consider both student and teacher perspectives to examine the design of very large, foundational finance courses is novel.
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Mohan Khatri and Jay Prakash Singh
This paper aims to study almost Ricci–Yamabe soliton in the context of certain contact metric manifolds.
Abstract
Purpose
This paper aims to study almost Ricci–Yamabe soliton in the context of certain contact metric manifolds.
Design/methodology/approach
The paper is designed as follows: In Section 3, a complete contact metric manifold with the Reeb vector field ξ as an eigenvector of the Ricci operator admitting almost Ricci–Yamabe soliton is considered. In Section 4, a complete K-contact manifold admits gradient Ricci–Yamabe soliton is studied. Then in Section 5, gradient almost Ricci–Yamabe soliton in non-Sasakian (k, μ)-contact metric manifold is assumed. Moreover, the obtained result is verified by constructing an example.
Findings
We prove that if the metric g admits an almost (α, β)-Ricci–Yamabe soliton with α ≠ 0 and potential vector field collinear with the Reeb vector field ξ on a complete contact metric manifold with the Reeb vector field ξ as an eigenvector of the Ricci operator, then the manifold is compact Einstein Sasakian and the potential vector field is a constant multiple of the Reeb vector field ξ. For the case of complete K-contact, we found that it is isometric to unit sphere S2n+1 and in the case of (k, μ)-contact metric manifold, it is flat in three-dimension and locally isometric to En+1 × Sn(4) in higher dimension.
Originality/value
All results are novel and generalizations of previously obtained results.
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