Students' enjoyment of mathematics classes decreased significantly but very slightly from Grade 7 to Grade 8¶

Claim · All claims
Evidence · 1 study · associational r3 · q3 · i0 negligible
Currency · newest study 2009 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i0 The Grade 7 to Grade 8 decline in student enjoyment was statistically significant but very small in effect size (Cohen's d = .06). → Frenzel 2009

Evidence¶

Frenzel 2009¶

Frenzel, A. C., Goetz, T., Lüdtke, O., Pekrun, R., & Sutton, R. E. (2009). Emotional Transmission in the Classroom: Exploring the Relationship Between Teacher and Student Enjoyment. Journal of Educational Psychology, 101(3), 705–716. https://doi.org/10.1037/a0014695

q3 · i0 · associational · r3

Preliminary analysis of the longitudinal student sample (n = 1,541 with paired data per the t statistic) using a repeated measures t test; the article reports t(1,541) = 2.64, p < .01, Cohen's d = .06.

"Students' enjoyment of mathematics classes generally decreased from Grade 7 to Grade 8. This decrease was statistically significant (repeated measures t test, t[1, 541] /H110052.64, p /H11021.01), but it was very small in terms of effect size (Cohen's d /H11005.06)."

Discussion¶

Learner Variables¶

• Achievement Emotions — outcome: instruction changes it
• Interest — outcome: instruction changes it

Related Claims¶

• Mathematics enjoyment decreases and boredom increases from first to third grade, while mean enjoyment stays fairly high and boredom low — related
• Over six months, English vocabulary, relative monitoring accuracy and metacognitive control improved, and boredom increased, while enjoyment and anxiety showed no significant change — related