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Using Multivariate Statistics

Teachers’ beliefs about creativity and its nurture: A systematic review of the recent research literature

The purpose of this research is to examine the effects of formative assessment practices on students’ academic achievement, attitudes toward lessons, and self-regulation skills in the fifth-grade social studies class. Mixed method research was used to conduct the study. The research group consisted of 45 students in the fifth grade of a secondary school in Erzurum in the academic year 2014–2015, and a teacher who performed the practices. Experimental procedures were carried out for 28 weeks. Social studies performance tests, attitude inventories for social studies classes, self-regulatory learning skills scales, semi-structured interview forms, and observation forms were all used as data collection instruments. As a result of the research, it was determined that the experimental group in which the formative assessment practices were performed had a significantly higher academic achievement levels and better attitudes toward the class than the students did in the control group. With regard to the students’ self-regulation skills, although the formative assessment had a positive effect, no significant difference was found between the experimental and control groups. According to the researcher’s observations and the interviews conducted with the teacher and students, it was determined that the general view on the application of formative assessment was notably positive.

/pdf/the-effects-of-formative-assessment-on-academic-achievement-3r4v7zau6e.pdf

The Effects of Formative Assessment on Academic Achievement, Attitudes toward the Lesson, and Self-Regulation Skills *

The purpose of this study is to explore the level of attitude towards problem solving and mathematics achievement among students from Malaysian Institute of Information Technology, Universiti Kuala Lumpur. This study also observes the relationship between the level of patience, confidence and willingness towards problem solving and mathematics achievement. This research is a survey study that is conducted on 153 semester one students at diploma and bachelor program. This research uses one set of questionnaire to gather data. The data is then analyzed using The Statistical Package for Social Science (SPSS). The descriptive and inferential statistics analyses are used to analyze all the research questions. The research findings reveal that the level of patience, confidence and willingness towards problem solving are medium. The findings also show that there is significant relationship between the level of patience towards problem solving and mathematics achievement. On the other hand, the finding shows that there is no significant relationship between the level of confidence and willingness towards problem solving and mathematics achievement. This research also reflects that there is significant relationship between attitude (patience, confidence and willingness) towards problem solving and mathematics achievement. Finally the research draws conclusion and recommendation based on students’ attitude towards problem solving and the ways to improve students’ achievement in mathematics.

/pdf/factors-that-influence-students-in-mathematics-achievement-49cxn76pzb.pdf

Factors that influence students in mathematics achievement

Education and creativity

This study investigated secondary school sixth, seventh and eighth graders’ self-efficacy beliefs, engagement and disaffection in Math lessons and academic achievement in relation to learning Mathematics and Math performance. The study was conducted with the voluntary participation of 651 sixth, seventh and eighth graders attending secondary school. Research data were collected with the help of ‘Engagement and Disaffection Scale’, ‘Self-Efficacy sub dimension’ of ‘Motivation Scale’ related to learning and performance and students’ Math first semester grades. It was identified in the study that students’ self-efficacy beliefs in learning and performance in Math significantly and positively predicted their Math achievement. Behavioural and affective disaffection in Math lessons were found to predict Math achievement negatively. It was determined in the study that students’ self-efficacy beliefs related to learning and performance in Math significantly predicted their behavioural and affective engagement in Math positively while predicting their behavioural and affective disaffection negatively. \nKeywords: Math, engagement, self-efficacy, academic achievement.

/pdf/relationships-between-self-efficacy-beliefs-engagement-and-4z78751x3i.pdf

Relationships between Self-Efficacy Beliefs, Engagement and Academic Performance in Math Lessons.

Relationships between Teachers' Creativity Fostering Behaviors and Their Self-Efficacy Beliefs.

Learning strategies used by unsuccessful students according to their attitudes towards social studies courses

http://www.ijar.lit.az/pdf/ijar/2013(23B-59).pdf

The relationship between achievement goal orientations and self regulated learning strategies of secondary school students in social studies courses

https://dergipark.org.tr/tr/download/article-file/87853

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