Some correlates of lower secondary school modern mathematics over and underachievement
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Date
1977-06
Authors
Lim, Ewe Jin
Journal Title
Journal ISSN
Volume Title
Publisher
Universiti Sains Malaysia
Abstract
Over-and under-achievement in mathematics have often been
looked at in terms of savings and wastage of educational resources.
In the present highly competitive world this view becomes crucial,
and even more so in developing countries like Malaysia where
resources and time are limited. This study sought to identify
correlates closely associated with over-and under-achievement in
school mathematics and to compare the patterns of the correlates in
the two cases. It also attempted to seek an understanding of the
significance of some of the correlates in terms of the "Modern
Mathematics" curriculum being implemented in Malaysia.
Form II pupils of an urban secondary girls' school were
divided into four groups for the study - over-achievers, underachievers,
higher normal-achievers and lower normal-achieverso
Although the over-and under-achievers were the main concerns of the
study the other two groups as well as the total sample afforded
baseline comparisons. Identification of over-and under-achievers was effected by a
linear regression of mathematics achievement on non-verbal
intelligence and using +- 1.00 standard error of estimate as the upper
and lower limits of discrepant achievement. The rest of the sample
was divided into higher normal-achievers and lower normal-achievers
according to whether they fell above or below the regression line. Multiple regression analysis was carried out for each
achievement group of pupils as well as the total sampleo
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The criteria used were the school end-of-year Forms I and
II mathematics tests, the total of these two tests and a specially
constructed LEJ Mathematics Achievement Test based on the Forms I
and II mathematics syllabuses being used by the pupils.
The predictors used were in three clusters - those pertaining to the pupil, those originating from the teachers and those concerned with the parents. The first cluster consisted of
the pupils' language ability and their mathematics self-concept
and interest. The second was made up of the teachers' perception
of the pupils' mathematics achievement and interest. The last
group of predictors were parental pressure and parental help.
The overriding correlate associated with all categories of
mathematics achievement (over-, under-, normal-) as well as the
mathematics achievement of the total sample turned out to be the
teachers' perception of pupils' mathematics achievement. Parental
influence was varied from group to group, but in general it was
important to over-and under-achievers and lower normal-achievers.
Language ability was also important for the normal-achieving groups
and the total sample. Teacher perception and language ability were found to be of
special significance to the "Modern Mathematics" curriculum mentioned
earlier.
Description
Keywords
Mathematics