This study examined the relationships between math engagement, teacher quality, school factors, and math achievement in middle school students. This study used the Trends in International Mathematics and Science Study (TIMSS) data from the 2007 wave. The data were analyzed using exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and hierarchical linear modeling (HLM). The results EFA and CFA showed that students’ engagement in math classrooms consists of three dimensions: behavior, cognition, and emotion. The results provided evidence in supporting the multidimensional theory of student engagement, and provided a well-developed instrument that could measure students’ math engagement. The findings of HLM analysis indicated that students’ emotional engagement had a positive association with math achievement. In addition, teacher content knowledge displayed a positive effect on achievement, and teacher subject knowledge preparation and students’ emotional engagement showed an interactional effect on achievement. What’s more, school SES was a significant factor that influences math achievement. The findings suggested that students’ math achievement was not only related to students’ engagement, but also varied across class and school level factors. The study had both theoretical and practical significance, providing valuable insights for math education and math learning. / Ph. D. / Math achievement has been considered as a critical issue by policy makers, educators, and researchers. The math achievement of U.S. students lags behind their international peers. Moreover, there are significant and persistent math achievement gaps within U.S. Therefore, in order to improve U.S. students’ math learning, it is important to figure out what factors are significantly related to math achievement and how these factors influence math achievement of different groups. Based on a nationally representative data set, this study examined the association of student math engagement, teacher quality, and school-related factors with student math achievement using the methods of Exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and hierarchical linear modeling (HLM). It was found that students’ math engagement consisted of three dimensions– behavioral engagement, cognitive engagement, and emotional engagement. In addition, students’ emotional engagement, teacher’s content knowledge, and school SES presented positive associations with students’ math achievement. What’s more, teacher subject knowledge preparation and students’ emotional engagement showed an interactional effect on achievement. This study has implications for practice at individual, class, and school level. Enhancing engagement in math learning and increasing teacher quality for all students will have positive effect on math achievement for all students.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/82721 |
| Date | 07 October 2016 |
| Creators | Sun, Yue |
| Contributors | Educational Leadership and Policy Studies, Singh, Kusum, Miyazaki, Yasuo, Kniola, David J., Skaggs, Gary E. |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Detected Language | English |
| Type | Dissertation |
| Format | ETD, application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
Page generated in 0.0025 seconds