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The effect of students’ perceptions of the learning environment on mathematics achievement

The effect of students’ perceptions of the learning environment on mathematics achievement. Explaining the variance in Flemish TIMSS 2003 data. W. Schelfhout , G. Van Landeghem, A. Van den Broeck, & J. Van Damme, K.U.Leuven. 2nd IEA International Research Conference. TIMSS 2003

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The effect of students’ perceptions of the learning environment on mathematics achievement

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  1. The effect of students’ perceptions of the learning environment on mathematics achievement Explaining the variance in Flemish TIMSS 2003 data W. Schelfhout , G. Van Landeghem, A. Van den Broeck, & J. Van Damme, K.U.Leuven 2nd IEA International Research Conference

  2. TIMSS 2003 • Mathematics achievement • Constructivism

  3. TIMSS 2003

  4. TIMSS 2003 international • Flanders: 5213 pupils 8th grade pupils in 276 classes in 148 schools • Math and science achievement • Pupils’, teachers’ and principals’ questionnaires

  5. TIMSS 2003 Flemish extras • Parents’ questionnaire • Additional questions in pupils’, teachers’ and principals’ questionnaires • Spatial and numerical intelligence test • Two classes per school

  6. A-stream vs. B-stream A = general B = vocational

  7. Mathematics achievement

  8. Math achievement • TIMSS 2003 Rasch score • 8th grade math achievement in Flanders • 4908 pupils in 268 classes in 144 schools • A-stream: 4328 pupils in 224 classes in 119 schools • B-stream: 580 pupils in 44 classes in 25 schools

  9. Math achievement

  10. Intelligence (A-stream) Correlation with math achievement: 0.62

  11. Intelligence as a predictor of math achievement (A-stream)

  12. Constructivist learning environment

  13. Measurements • Pupils’ questionnaire (Flemish part): 33 (4-point) items • Teachers’ questionnaire (Flemish part): 6 (5-point) items

  14. Scales, pupils’ questionnaire • Activation (ACTIV) • Clarity (CLAR) • Authentic (AUTH) • Motivation (MOTIV) • Feedback (FEEDB) • Cooperation (COOP) • Constructivism (TIMSS 1999) (CP)

  15. ‘Activation’ scale (11 items,  = 0.76) In the math class … • … the teacher asks about relationships between different parts of the subject material during tasks. (8) • … • … the teacher gives small clues that help us to find solutions by ourselves. (22) • … • … during team work or when I am working on my own, the teacher inquires after the time I need to solve a problem. (33)

  16. ‘Clarity’ scale (7 items,  = 0.82) In the math class … • … the teacher bears in mind pupils’ remarks when searching for suitable assignments or practice materials. (3) • … • … the teacher keeps the class under control. (9) • … • … it’s thanks to the teacher’s approach that I understand the subject matter well. (29)

  17. ‘Authentic’ scale (3 items,  = 0.74) In the math class … • … the teacher gives examples of situations in daily life where the subject matter can be applied. (1) • … each new chapter starts with examples from daily life that clarify the new subject. (5) • …situations are described that can happen in the real world and that need a mathematical solution. (14)

  18. ‘Motivation’ scale (4 items,  = 0.76) In the math class … • … the teacher makes sure that I get interested in the subject matter. (2) • … the teacher uses an agreeable diversity of approaches in his/her teaching. (4) • … we work in a pleasant manner. (12) • … I feel that the subject matter will be useful to me later. (21)

  19. ‘Feedback’ scale (3 items,  = 0.70) In the math class … • … the teacher explains the solution after an exercise. (18) • … the teacher repeats the subject matter when it is not properly understood by some pupils. (26) • … the teacher clarifies errors in tests. (28)

  20. ‘Cooperation’ scale (2 items,  = 0.74) In the math class … • … we have the opportunity to ask other pupils to explain their way of solving a problem. (27) • … we have the opportunity to discuss our approach to math problems with other pupils. (32)

  21. ‘Constructivism’ scale (6 items,  = 0.73) Combines items from the scales • Activation (2 items) (15) (33) • Clarity (1 item) (3) • Authentic (1 item) (5) • Cooperation (both items) (27)(32)

  22. Scales, pupils’ questionnaireBasic statistics

  23. Scales, pupils’ questionnaireVariance components

  24. Scale teachers’ questionnaire • 6 item scale (CT),  = 0.74 • Items closely related to CP items • Range 1 to 5; mean = 3.16; SD = 0.64; N = 256 classes • Variance components: class 48%, school 52%

  25. Class level constructivism variables 8 class level indicators of ‘constructivism’: • Class means of 7 scales from pupils’ questionnaire • Scale CT from teachers’ questionnaire

  26. Class level constructivism variablesBasic statistics in A-stream

  27. Class level constructivism variablesVariance components in A-stream

  28. Class level constructivism variablesCorrelations in A-stream

  29. Class level constructivism variablesCorrelations with class mean math achievement (A-stream)

  30. Single predictor modelsExample

  31. Single predictor modelsSummary

  32. Conclusion • Major intake differences between classes and schools (cf. intelligence) • Indications of marginally significant effects of some aspects of teaching as perceived by the students: activation and clarity

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