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Factors Influencing Mathematics Achievement of Secondary School Students in India 1

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Factors Influencing Mathematics Achievement of Secondary School Students in India 1 View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by University of Tasmania Open Access Repository Running head: FACTORS INFLUENCING MATHEMATICS ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN INDIA 1 Factors influencing mathematics achievement of secondary school students in India by Mini Joseph Chaman B Sc., B Ed., M Sc., M Ed Faculty of Education A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy University of Tasmania, October 2014 FACTORS INFLUENCING MATHEMATICS ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN INDIA 2 Declaration of Originality This thesis contains no material which has been accepted for a degree or diploma by the University or any other institution, except by way of background information and duly acknowledged in the thesis, and to the best of my knowledge and belief no material previously published or written by another person except where due acknowledgement is made in the text of the thesis, nor does the thesis contain any material that infringes copyright. Signed Mini Joseph Chaman 22/10/2014 Authority of Access This thesis may be made available for loan and limited copying and communication in accordance with the Copyright Act 1968. Signed Mini Joseph Chaman 22/10/2014 Statement of Ethical Conduct The research associated with this thesis abides by the international and Australian codes on human and animal experimentation, the guidelines by the Australian Government’s Office of the Gene Technology Regulator and the rulings of the Safety, Ethics and Institutional Biosafety Committees of the University. Signed Mini Joseph Chaman 22/10/2014 FACTORS INFLUENCING MATHEMATICS ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN INDIA 3 Abstract Mathematics achievement and its importance to the future learning and careers of students is a recurrent concern of academics, researchers, and media. In a developing country like India, along with the technological advancement, achievement in mathematics will be of paramount importance. This study looked at mathematics achievement of secondary school students in Kerala, India. The study investigated how mathematics anxiety, attitude towards mathematics, and parental involvement influenced the mathematics achievement of the participants in this study. The study assessed how the constructs were inter-related and how gender influenced these relationships. The participants were Year 9 and Year 11 students and their parents from a private school in Kerala. A combination of quantitative and qualitative research methods was used to collect data for the study. A student questionnaire gathered data on students’ perception of their mathematics anxiety, attitude towards mathematics, and their parents’ involvement in their mathematics learning. A parent questionnaire was used to understand parents’ perceptions of their mathematics anxiety, attitude towards mathematics, and their own involvement in their child’s mathematics learning. A standardised achievement test in mathematics was used to measure the students’ achievement. Semi-structured interviews were conducted with a representative sample of the student and parent pairs in order to gain a deeper understanding of the participants’ views about the constructs, their inter-relationships and their relationship to mathematics achievement. The study found that parental involvement was significantly and positively associated with attitude towards mathematics and but had no significant association with mathematics anxiety. Mathematics anxiety and attitude towards mathematics were FACTORS INFLUENCING MATHEMATICS ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN INDIA 4 significantly and positively related. The relationship between parental involvement and mathematics achievement was non-significant. Student attitude towards mathematics, and mathematics anxiety were also not significantly related to mathematics achievement. Gender was found not to have any influence on the variables. Interview data revealed that all of the parents had high expectations for their children’s mathematics achievement that they had communicated through consistent reinforcement. The study was limited in sample size constraining the generalizability of its findings and its cross-sectional nature precludes the establishment of a casual relationship among the variables. The timing of the administration of the student questionnaire and achievement test on the same day, a week before the second term examinations may have affected the results of the study. In spite its limitations, the study opens several avenues for further research in the field of mathematics achievement of secondary school students, particularly in India. A longitudinal study with participants from public and private schools as well as schools in urban and rural areas may help in understanding the casual relationship among the variables considered in this study and others. It would be worthwhile, for example, to consider the influence on mathematics achievement of contextual factors such as teacher-student relationship, teacher competency, peer support, socio-economic status and educational level of parents. This dissertation is dedicated to God Almighty for the past, the present and the future To my husband, Athanasius, and my sons, Arul and Paul FACTORS INFLUENCING MATHEMATICS ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN INDIA 6 Acknowledgements I offer my extreme gratitude and praise to my Lord and Saviour, Jesus Christ, who enabled me to complete this journey. He has made the impossible possible. All the glory to Him. A big thank you to my husband, Athanasius, for everything he has done to complete this dissertation. It would have been difficult to travel this journey without your support. Another big thank you goes to my sons, Arul and Paul, for their support and encouragement through the dissertation. A special thanks to both of you for the technical help you have given during the final stages of the dissertation. I would like to express my gratitude to my principal supervisor Professor Kim Beswick for her guidance, help, and support through the journey. I am thankful to you for the many hours you put into reading and helping me to revise the thesis to what it is now. Your thorough and insightful review of the thesis has been greatly appreciated. I wish to thank my co-supervisor Associate Professor Rosemary Callingham for her suggestions, and support. I greatly appreciate your help with Rasch analysis. I also wish to thank my co-supervisor Dr.Jeong Jin Yu for his encouragement, and timely help in working out the complexities of structural equation modeling. Thank you for your comments and suggestions in improving the dissertation. I would like to thank my parents for their sacrifices and support in my academic endeavors. I would also like to thank my brother, sister and their families for their help and support. Another thank you goes to my (late) mother-in-law, father-in-law, brother-in-law and his family for their help and encouragement. I would like to thank Professor Emerita Jane Watson for her constant words of FACTORS INFLUENCING MATHEMATICS ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN INDIA 7 encouragement and advice. A special thanks to Professor Neil Cranston for his advice and willingness to help during a time when it was much needed. I would like to thank Associate Professor Karen Swabey, Dr.Allen Hill, Dr.Megan Woods, Carol Lilley, and Ben Millet for their support and encouragement. I would also like to thank my fellow researchers and staff at the University of Tasmania. A special thanks to my church family for their encouragement. I would like to thank all who helped during the data collection process. Finally, I would like to thank all the students and parents who participated in the study, without whom this study would not have become a reality. FACTORS INFLUENCING MATHEMATICS ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN INDIA 8 Acronyms CISCE - Council for the Indian School Certificate Examinations CBSE - Central Board of Secondary Education NIOS - National Institute of Open Schooling FSMAS - Fennema-Sherman Attitudes Scales PISA - The Programme for International Student Assessment PAQ - Parental Authority Questionnaire OCED - Organisation for Economic Co-operation and Development LSAY - Longitudinal Study of American Youth NAEP - National Assessment of Educational Progress VCE - Victorian Certificate of Education NAPLAN - National Program for Literacy and Numeracy UiTM - University Teknologi MARA TOSRA - Test of Science Related Attitudes ALM - A-level medicine MANOVA - Multivariate analysis of variance ANOVA - Univariate analysis of variance PCM - Partial Credit Model RSM - Rating Scale Model AMOS - Analysis of Moment Structures SEM - Structural equation modeling ML - Maximum Likelihood CFI - Comparative fit index GFI - Goodness-of-fit index IFI - Incremental fit index RMSEA - Root mean squared error of approximation NFI - Normed fit index MGCFA - Multi-group confirmatory factor analysis CMV - Common method variance MGSEM - Multi-group structural equation modeling gcr - Roy’s greatest characteristic root df - degrees of freedom NELS - National Educational Longitudinal Study IEA - International Association for the Evaluation of Educational Achievement SIMS - Second International Mathematics Study TIMSS - Trends in International Mathematics and Science Study MARS - Mathematics Anxiety Rating Scale MAQ - Mathematics Attitudes Questionnaire FACTORS INFLUENCING MATHEMATICS ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN INDIA 9 Abbreviations sattitude
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