Browsing by Subject "Mathematics academic achievement"
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    A comparative-correlational study of upper elementary and middle school students' perceptions of parental influence and self-efficacy for learning mathematics with mathematics academic achievement at Pan-Asia International School, Bangkok, Thailand
    (Bangkok : Assumption University Press, 2022) Akkus, Serpil ; Lynch, Richard
    The purpose of this study was to investigate whether there was a significant relationship between perceived parental influence and self-efficacy for learning mathematics with mathematics academic achievement and also whether there was a significant difference in perceived parental influence on learning mathematics and in students' self-efficacy for learning mathematics for upper elementary and middle school students at Pan-Asia International School Bangkok, Thailand. The research was conducted among 41 upper elementary students and 49 middle school students enrolled in the academic year 2020 - 2021. The Students' Perceptions of Parental Influence and Self-Efficacy for Learning Mathematics Questionnaire was used to collect data to measure students' levels of perceived parental influence and self-efficacy for learning mathematics. The November 2020 Measures of Academic Progress (MAP) mathematics scores were used to determine the students' mathematics academic achievement. Descriptive statistics such as means, standard deviations, independent samples t-test, and multiple correlation coefficient analysis were used to analyze the data. A multiple correlation coefficient analysis revealed there was a significant, positive, and moderately strong multiple correlations between self-efficacy for learning mathematics and mathematics academic achievement for both upper elementary and middle school students. However, there was a very weak and positive correlation between upper elementary students' perceptions of parental influence on learning mathematics and mathematics academic achievement. It also indicated that there was a very weak and negative correlation between middle school students' perceptions of parental influence on learning mathematics and mathematics academic achievement. Independent samples t-test revealed that there was a significant difference between the upper elementary and middle school students' perceptions of parental influence on learning mathematics, while no significant difference between the upper elementary and middle school students' self-efficacy for learning mathematics.
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    The relationship of English language usage skills, English reading proficiency, and English self-efficacy with mathematics academic achievement of Grades 3-4 and Grades 5-6 students at Pan-Asia International School, Bangkok, Thailand
    (Bangkok : Assumption University Press, 2022) Balci, Mustafa ; Lynch, Richard
    This quantitative correlational study aimed to investigate whether there was a significant relationship of English language usage skills, English reading proficiency and English self-efficacy with mathematics academic achievement of Grades 3-4 and Grades 5-6 students at Pan-Asia International School Bangkok, Thailand, at a significance level of .05. This research was conducted among 39 Grades 3-4 students and 49 Grades 5-6 students who were enrolled in the academic year 2019 - 2020. In order to determine the students' level of English language usage skills, English reading proficiency and mathematics academic achievement, the Measure of Academic Progress (MAP) Tests scores were used. The second research instrument was the Questionnaire of English Self-Efficacy (QESE; Wang et al., 2013) which was used to measure the students' English self-efficacy level. Descriptive statistics (means and standard deviations) and correlational analysis (using multiple correlation coefficient) were applied to analyse the relationship between the independent variables (English language usage skills, English reading proficiency and English self-efficacy) and the dependent variable (mathematics academic achievement). According to the research findings, the results of Grades 3-4 and Grade 5-6 students were below the student achievement norm levels in English language usage, English reading and mathematics, which were determined and provided by Northwest Evaluation Association (NWEA). Grades 3-4 and Grades 5-6 students' perceived self-efficacy in English were moderately high. The correlational analysis revealed that the mathematics academic achievement of Grades 3-4 students was positively, significantly and very strongly correlated with their English language usage skills, English reading proficiency and English self-efficacy. It also indicated that there was a positive, significant, strong multiple correlation among English language usage skills, English reading proficiency, English self-efficacy and mathematics academic achievement of Grade 5-6 students.