Self-confidence, liking, usefulness, motivation, context, anxiety, male domain and treatment jointly and significantly predict achievement in mathematics word problems¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2014 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? In the enter-method multiple regression, all eight predictors had statistically significant predictive effects on achievement, and together explained 98% of the variance. → Awofala 2014

Evidence¶

Awofala 2014¶

Awofala, A. O. A. (2014). Examining Personalisation of Instruction, Attitudes toward and Achievement in Mathematics Word Problems among Nigerian Senior Secondary School Students. International Journal of Education in Mathematics, Science and Technology, 2(4), 273-288. https://eric.ed.gov/?id=EJ1059026

q2 · i? · causal · r2

Enter-method multiple regression on the total sample (n=350) with achievement as dependent variable; the model was significant, F(8, 341)=2121.89, p<.001, R2=.98. The author cautions the high value "might be due to autocorrelation among the dimensions" and that the result "should be taken with caution".

"All eight variables ( self-confidence, liking, usefulness, motivation, context, anxiety, male domain, and treatment) had statistically significant predictive e ffect on achievement in mathematics word problem, and all together, independent variables explained 98% of the achievement in mathematics word problem."

Discussion¶

Learner Variables¶

• Academic Anxiety — predictor: learners who differ on it differ in outcomes
• Domain Context — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Achievement in mathematics word problems correlates positively with five attitude dimensions and negatively with anxiety — related
• Motivation is the most potent stepwise predictor of achievement in mathematics word problems, while anxiety and male domain make no relative contribution — related
• Personalised instruction students differed significantly from non-personalised students on every individual attitude subscale, including lower anxiety and higher perceived male domain — related
• Personalised print-based instruction produces statistically significant multivariate differences in attitudes toward mathematics word problems compared with non-personalised instruction — related