Motivation is the most potent stepwise predictor of achievement in mathematics word problems, while anxiety and male domain make no relative contribution¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Stepwise regression ranked motivation first, followed by context, liking, usefulness, and self-confidence, with treatment the least significant contributor. → Awofala 2014 q2 i? Anxiety and male domain had no relative contribution to the prediction of achievement in any of the six stepwise models. → Awofala 2014 (2)

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

Stepwise regression on the total sample (n=350): Model 1 (motivation alone) accounted for 77.7% of variance; the final six-variable model explained 98%, F(1, 343)=2788.121, p<.001. No standardised effect sizes for individual predictors are printed in the quoted sentence.

"In this study, the stepwise regression analysis showed that motivation in mathematics word problem was the most potent predictor of senior secondary school year one students’ achievement in mathematics word problem, and this was followed by context in mathematics word problem, liking mathematics word problem, usefulness of mathematics word problem, and self -confidence in mathematics word problem."

Awofala 2014 (2)¶

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

Stepwise regression result: across the six models built from motivation, context, liking, usefulness, self-confidence and treatment, anxiety and male domain were not retained as contributors; no effect size is printed for this non-contribution.

"In each of the six models, anxiety and male domain had no relative contribution to the prediction of achievement in mathematics word problem."

Discussion¶

Learner Variables¶

• Academic Anxiety — 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
• Self-confidence, liking, usefulness, motivation, context, anxiety, male domain and treatment jointly and significantly predict achievement in mathematics word problems — related
• Personalised print-based instruction produces statistically significant multivariate differences in attitudes toward mathematics word problems compared with non-personalised instruction — related