Informacja

Drogi użytkowniku, aplikacja do prawidłowego działania wymaga obsługi JavaScript. Proszę włącz obsługę JavaScript w Twojej przeglądarce.

Wyszukujesz frazę "mathematics achievement" wg kryterium: Temat


Wyświetlanie 1-2 z 2
Tytuł:
Problem Solving Skills, Metacognitive Awareness, and Mathematics Achievement: A Mediation Model
Autorzy:
Rahman, Saemah
Md Hassan, Nurulhuda
Powiązania:
https://bibliotekanauki.pl/articles/1997724.pdf
Data publikacji:
2017-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
problem solving
metacognitive awareness
mathematics achievement
structural equation modelling
Opis:
This study was aimed to identify the relationship between problem solving skills, metacognitive awareness, and mathematics achievement as well as to identify the role of metacognitive awareness as a mediator. This study involved a total of 333 Form Four students from ten secondary schools in Malaysia. Data were collected using questionnaires, while information about mathematics achievement was provided by the school management. Data were analyzed using the Structural Equation Modeling (SEM) technique. Results indicated that all variables correlated significantly with each other, while path analysis revealed the mediation effect of metacognitive awareness between problem solving skills and mathematics achievement. The findings suggest the importance of problem solving skills in influencing secondary school students’ mathematics achievement through the development of metacognitive awareness.
Źródło:
The New Educational Review; 2017, 49; 201-212
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Primary School Pupils’ Attitude toward Mathematics and Their Achievement in Mathematics
Autorzy:
Konarzewski, Krzysztof
Powiązania:
https://bibliotekanauki.pl/articles/1967720.pdf
Data publikacji:
2019-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
primary education
achievement in mathematics
attitude toward mathematics
TIMSS
Opis:
International data from TIMSS 2015 show a significant negative correlation between the country mean attitude toward mathematics and the mean achievement in mathematics of fourth grade pupils. The aim of the paper is to decide whether it is a statistical artifact or an indication of a real factor operating at the country level. The multilevel regression analysis of the data attests the latter. The factor is hypothetically identified with country typical pressure for knowledge acquisition. Strong pressure is conducive to high achievement but it puts pupils under stress, which lowers the attitude. The reverse holds for weak pressure. Within country, the variability of pressure for knowledge acquisition is restricted, hence pupils may maintain psychological coherence between achievement and attitude.
Źródło:
The New Educational Review; 2019, 56; 17-28
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
    Wyświetlanie 1-2 z 2

    Ta witryna wykorzystuje pliki cookies do przechowywania informacji na Twoim komputerze. Pliki cookies stosujemy w celu świadczenia usług na najwyższym poziomie, w tym w sposób dostosowany do indywidualnych potrzeb. Korzystanie z witryny bez zmiany ustawień dotyczących cookies oznacza, że będą one zamieszczane w Twoim komputerze. W każdym momencie możesz dokonać zmiany ustawień dotyczących cookies