Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/19064
Title: 
Authors: 
Supervisor: 
Nie, Youyan
Issue Date: 
2017
Abstract: 
This dissertation documents the planning and implementation of a mathematics journal writing task and the correlations between student motivation and achievement before and after the task. A single group pre-task-post-task design was used. 23 participants from the Secondary one cohort of an independent all-girls school were given a survey on their motivation in mathematics prior to doing the task. After they submitted the task, they were given the same survey.

Data analysis showed positive correlations between total task score and pre-task self-efficacy, mastery goal orientation, interest and enjoyment and test anxiety and post-task self-efficacy, task value, mastery goal orientation, interest and enjoyment and test anxiety. There were negative correlations between total task score and pre-task task value, work avoidance and avoidance coping and post-task work avoidance and avoidance coping. There was a strong positive correlation between task score and post- minus pre-task self-efficacy. T-test results showed that there was a significant decrease in self-efficacy (p = .06) and interest and enjoyment (p = .03) of the participants after they completed the task.

Sample cases of the two highest and two lowest scorers were analysed in detail with the students’ work. Students 1 and 2 were the low scorers and Students 3 and 4 were the high scorers. Results showed that there was a decrease in self-efficacy for both Student 1 and 2 after they did the task. There was an increase in task value and interest and enjoyment for Students 3 and 4 after they did the task. Details of these four students’ pre- and post-task self-efficacy, task value, mastery goal orientation, work avoidance, interest and enjoyment, test anxiety and avoidance coping are presented in the dissertation.

Limitations of the study and future recommendations for educators looking to design and implement journal writing assessment tasks for mathematics are discussed.
URI: 
Issued Date: 
2017
Call Number: 
LB1065 Ten
File Permission: 
Restricted
File Availability: 
With file
Appears in Collections:Master of Education

Files in This Item:
File Description SizeFormat 
TengGloriaSzeTing-MED.pdf
  Restricted Access
Full Text1.87 MBAdobe PDFView/Open
Show full item record

Page view(s) 20

210
checked on Nov 24, 2022

Download(s) 50

83
checked on Nov 24, 2022

Google ScholarTM

Check


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.