Relationship between Affect and Achievement in Science and Mathematics in Malaysia and Singapore

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Autor/inn/en	Ng, Khar Thoe; Lay, Yoon Fah; Areepattamannil, Shaljan; Treagust, David F.; Chandrasegaran, A. L.
Titel	Relationship between Affect and Achievement in Science and Mathematics in Malaysia and Singapore
Quelle	In: Research in Science & Technological Education, 30 (2012) 3, S.225-237 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0263-5143
DOI	10.1080/02635143.2012.708655
Schlagwörter	Academic Achievement; Mathematics Achievement; Science Achievement; Foreign Countries; Grade 8; Educational Quality; Science Instruction; Mathematics Instruction; Correlation; Surveys; Student Attitudes; Secondary School Students; Scores; Achievement Tests; Gender Differences; Native Language; Parent Background; Educational Attainment; Self Concept; Intervention; Predictor Variables; Malaysia; Singapore; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Schulleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland; School year 08; 8. Schuljahr; Schuljahr 08; Quality of education; Bildungsqualität; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Mathematics lessons; Mathematikunterricht; Korrelation; Survey; Umfrage; Befragung; Schülerverhalten; Sekundarschüler; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Geschlechterkonflikt; Elternhaus; Bildungsabschluss; Bildungsgut; Selbstkonzept; Prädiktor; Singapur
Abstract	Background: The Trends in International Mathematics and Science Study (TIMSS) assesses the quality of the teaching and learning of science and mathematics among Grades 4 and 8 students across participating countries. Purpose: This study explored the relationship between positive affect towards science and mathematics and achievement in science and mathematics among Malaysian and Singaporean Grade 8 students. Sample: In total, 4466 Malaysia students and 4599 Singaporean students from Grade 8 who participated in TIMSS 2007 were involved in this study. Design and method: Students' achievement scores on eight items in the survey instrument that were reported in TIMSS 2007 were used as the dependent variable in the analysis. Students' scores on four items in the TIMSS 2007 survey instrument pertaining to students' affect towards science and mathematics together with students' gender, language spoken at home and parental education were used as the independent variables. Results: Positive affect towards science and mathematics indicated statistically significant predictive effects on achievement in the two subjects for both Malaysian and Singaporean Grade 8 students. There were statistically significant predictive effects on mathematics achievement for the students' gender, language spoken at home and parental education for both Malaysian and Singaporean students, with R[squared] = 0.18 and 0.21, respectively. However, only parental education showed statistically significant predictive effects on science achievement for both countries. For Singapore, language spoken at home also demonstrated statistically significant predictive effects on science achievement, whereas gender did not. For Malaysia, neither gender nor language spoken at home had statistically significant predictive effects on science achievement. Conclusions: It is important for educators to consider implementing self-concept enhancement intervention programmes by incorporating "affect" components of academic self-concept in order to develop students' talents and promote academic excellence in science and mathematics. (Contains 4 tables and 1 figure.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10