- Variables associated with mathematics achievement of primary five pupils in Singapore schools

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# Variables associated with mathematics achievement of primary five pupils in Singapore schools

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Type

Thesis

Author

Loo, Cheng Peng

Supervisor

Gan, Kee Soon

Fong, Ho Kheong

Abstract

The study is an investigation into a number of independent variables which might have effects on primary pupils' mathematics achievement. The investigation was carried out through the use of eight instruments, namely two questionnaires and six pencil-and-paper tests.

Two hundred primary five pupils were randomly selected as sample from four Singapore primary schools. They were grouped as high-achievers, medium-achievers and low-achievers based on the results of the pupils' school examination results and confirmed by a mathematics achievement test.

The instruments were tested for their reliability by using the factor analysis method, and test-retest method, the Cronbach Alpha method and the Kuder-Richardson (KR20) method. The instruments were drawn up for the variables of memory, attitude towards mathematics, interest in mathematics, mathematical language, logical thinking ability and computational ability and the dependent variable of mathematics achievement.

The study focussed on the the prediction and forecast of certain variables towards mathematics achievement. The two main groups of independent variables under investigation are the psychological factors and the mathematical factors.

The study found, through stepwise multiple regression analysis, that:

There were significant contributions by the two groups of mathematical and psychological factors to mathematics achievement.

Memory as an independent variable was not significant enough to be used to predict mathematics achievement.

Mathematical concept could and did make a difference in pupils' mathematics achievement.

From the above findings, it can be concluded that mathematical concept played an important role in predicting pupils' mathematics achievement. Between the two groups of mathematical and psychological factors, mathematical factors had a greater contribution of variance in the prediction of mathematics achievement.

Two hundred primary five pupils were randomly selected as sample from four Singapore primary schools. They were grouped as high-achievers, medium-achievers and low-achievers based on the results of the pupils' school examination results and confirmed by a mathematics achievement test.

The instruments were tested for their reliability by using the factor analysis method, and test-retest method, the Cronbach Alpha method and the Kuder-Richardson (KR20) method. The instruments were drawn up for the variables of memory, attitude towards mathematics, interest in mathematics, mathematical language, logical thinking ability and computational ability and the dependent variable of mathematics achievement.

The study focussed on the the prediction and forecast of certain variables towards mathematics achievement. The two main groups of independent variables under investigation are the psychological factors and the mathematical factors.

The study found, through stepwise multiple regression analysis, that:

There were significant contributions by the two groups of mathematical and psychological factors to mathematics achievement.

Memory as an independent variable was not significant enough to be used to predict mathematics achievement.

Mathematical concept could and did make a difference in pupils' mathematics achievement.

From the above findings, it can be concluded that mathematical concept played an important role in predicting pupils' mathematics achievement. Between the two groups of mathematical and psychological factors, mathematical factors had a greater contribution of variance in the prediction of mathematics achievement.

Date Issued

1990

Call Number

QA11 Loo

Date Submitted

1990