Mathematics learning strategy and mathematics achievement among middle school students in North of Jordan

Mathematics learning strategy and mathematics achievement among middle school students in North of Jordan

The results of 1999, 2003, 2007 and 2011 Trends in International Mathematics and Science Study (TIMSS) showed that Jordanian 8th grade students’ achievement in mathematics is low. Mathematics Learning Strategy (MLS) has been identified as one of the attributing factors. To date, there is little stud...

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Main Author: Rabab'h, Belal Sadiq Hamed
Format: Thesis
Language:eng
eng
Published: 2015
Subjects:
QA Mathematics
Online Access:https://etd.uum.edu.my/5364/1/s93598.pdf
https://etd.uum.edu.my/5364/2/s93598_abstract.pdf
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institution Universiti Utara Malaysia
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language eng
eng
topic QA Mathematics
spellingShingle QA Mathematics
Rabab'h, Belal Sadiq Hamed
Mathematics learning strategy and mathematics achievement among middle school students in North of Jordan
description The results of 1999, 2003, 2007 and 2011 Trends in International Mathematics and Science Study (TIMSS) showed that Jordanian 8th grade students’ achievement in mathematics is low. Mathematics Learning Strategy (MLS) has been identified as one of the attributing factors. To date, there is little study on MLS and mathematics achievement among Jordanian 8th grade students. The study aimed to identify the level of differences between genders based on number, algebra, geometry, mathematics achievement and spatial visualization, and to what extent would the student’s MLS factors such as attitude, motivation, self-regulation, self-efficacy and mathematics anxiety contribute to mathematics achievement. Additionally, the study aimed to determine whether spatial visualization mediates between the MLS factors and mathematics achievement. The respondents in this study, who comprised of 360 students, were selected through stratified random sampling, from eight public middle schools in Alkoura District in the North of Jordan. The study used 65 items to assess the MLS. The mathematics test contains 30 items (number, algebra & geometry) while the spatial visualization test contains 32 items. The findings showed that female students scored higher than male students in numbers, algebra, and mathematics test but there are no gender differences in geometry scores. Male students performed better than their female counterparts in spatial visualization. The results also showed that mathematics attitude, motivation, self-regulation and selfefficacy contributed to mathematics achievement except mathematics anxiety. Spatial visualization plays a mediating effect between mathematics achievement and attitude, motivation, and mathematics anxiety. This study contributes to knowledge and social cognitive theory about the students’ affective domain base on MLS factors and spatial visualization which is important as prerequisite knowledge for learning mathematics. Mathematics educators in Jordan need to consider the MLS factors when teaching mathematics to 8th grade students to help improve their mathematics achievement.
format Thesis
qualification_name Ph.D.
qualification_level Doctorate
author Rabab'h, Belal Sadiq Hamed
author_facet Rabab'h, Belal Sadiq Hamed
author_sort Rabab'h, Belal Sadiq Hamed
title Mathematics learning strategy and mathematics achievement among middle school students in North of Jordan
title_short Mathematics learning strategy and mathematics achievement among middle school students in North of Jordan
title_full Mathematics learning strategy and mathematics achievement among middle school students in North of Jordan
title_fullStr Mathematics learning strategy and mathematics achievement among middle school students in North of Jordan
title_full_unstemmed Mathematics learning strategy and mathematics achievement among middle school students in North of Jordan
title_sort mathematics learning strategy and mathematics achievement among middle school students in north of jordan
granting_institution Universiti Utara Malaysia
granting_department Awang Had Salleh Graduate School of Arts & Sciences
publishDate 2015
url https://etd.uum.edu.my/5364/1/s93598.pdf
https://etd.uum.edu.my/5364/2/s93598_abstract.pdf
_version_ 1747827917778321408
spelling my-uum-etd.53642021-04-05T01:00:34Z Mathematics learning strategy and mathematics achievement among middle school students in North of Jordan 2015 Rabab'h, Belal Sadiq Hamed Awang Had Salleh Graduate School of Arts & Sciences Awang Had Salleh Graduate School of Arts and Sciences QA Mathematics The results of 1999, 2003, 2007 and 2011 Trends in International Mathematics and Science Study (TIMSS) showed that Jordanian 8th grade students’ achievement in mathematics is low. Mathematics Learning Strategy (MLS) has been identified as one of the attributing factors. To date, there is little study on MLS and mathematics achievement among Jordanian 8th grade students. The study aimed to identify the level of differences between genders based on number, algebra, geometry, mathematics achievement and spatial visualization, and to what extent would the student’s MLS factors such as attitude, motivation, self-regulation, self-efficacy and mathematics anxiety contribute to mathematics achievement. Additionally, the study aimed to determine whether spatial visualization mediates between the MLS factors and mathematics achievement. The respondents in this study, who comprised of 360 students, were selected through stratified random sampling, from eight public middle schools in Alkoura District in the North of Jordan. The study used 65 items to assess the MLS. The mathematics test contains 30 items (number, algebra & geometry) while the spatial visualization test contains 32 items. The findings showed that female students scored higher than male students in numbers, algebra, and mathematics test but there are no gender differences in geometry scores. Male students performed better than their female counterparts in spatial visualization. The results also showed that mathematics attitude, motivation, self-regulation and selfefficacy contributed to mathematics achievement except mathematics anxiety. Spatial visualization plays a mediating effect between mathematics achievement and attitude, motivation, and mathematics anxiety. This study contributes to knowledge and social cognitive theory about the students’ affective domain base on MLS factors and spatial visualization which is important as prerequisite knowledge for learning mathematics. Mathematics educators in Jordan need to consider the MLS factors when teaching mathematics to 8th grade students to help improve their mathematics achievement. 2015 Thesis https://etd.uum.edu.my/5364/ https://etd.uum.edu.my/5364/1/s93598.pdf text eng public https://etd.uum.edu.my/5364/2/s93598_abstract.pdf text eng public Ph.D. doctoral Universiti Utara Malaysia Abakpa, B., & Agbo-Egwu, A. (2008). 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