ERIC Number: EJ1384897
Record Type: Journal
Publication Date: 2023
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0267-1522
EISSN: EISSN-1470-1146
Does Maths Self-Concept Mediate the Relation between Instructional Approaches and Students' Maths Achievement? Evidence from the U.S. TIMSS 2015 Data
Jo, SeungJung; Seo, Young S.
Research Papers in Education, v38 n2 p143-163 2023
There is no consensus about whether a teacher-centred or student-centred instructional approach is more effective for students' maths achievement. Prior studies have highlighted the role of students' maths self-concept as a predictor and mediator for maths achievement. This study examined whether instructional approaches were related to students' maths achievement and whether the relation between instructional approaches and maths achievement was mediated by students' maths self-concept. The study used a sample from the 2015 TIMSS United States national data of 4th grade teachers and students. The results of structural equation modelling indicated that student-centred instructional approach was not associated with students' maths achievement. Nor was the relation between student-centred instruction and students' maths achievement mediated through students' maths self-concept, indicating that maths self-concept is not the mechanism through which student-centred instruction was associated with maths achievement. Our study discussed the possible ways that student-centred instruction may encourage or discourage students' maths self-concept and suggestions to overcome the methodological limitation of TIMSS data.
Descriptors: Achievement Tests, Foreign Countries, Mathematics Tests, International Assessment, Mathematics Achievement, Mathematics Instruction, Self Concept, Elementary School Students, Grade 4, Elementary School Teachers, Student Centered Learning, Teaching Methods, Instructional Effectiveness
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Trends in International Mathematics and Science Study
Grant or Contract Numbers: N/A