id: 06476412
dt: j
an: 2015e.00224
au: Yang, Xinrong
ti: Rural junior secondary school studentsâ€™ perceptions of classroom learning
environments and their attitude and achievement in mathematics in West
China.
so: Learn. Environ. Res. 18, No. 2, 249-266 (2015).
py: 2015
pu: Springer Netherlands, Dordrecht
la: EN
cc: C73 C23 C63
ut: attitude towards mathematics; classroom learning environment; rural junior
secondary school students
ci:
li: doi:10.1007/s10984-015-9184-3
ab: Summary: This paper reports findings from a survey of how rural junior
secondary school students in the western part of China perceive their
mathematics classroom learning environments and associations of
learning environment with their attitudes toward mathematics and
mathematics achievement. Using adaptations of the widely-used What Is
Happening In this Class? questionnaire and a mathematics attitude
scale, the study involved data from 749 Grade 7, 842 Grade 8 and 864
Grade 9 students from 12 coeducational schools and 52 classrooms in
three provinces. Data were analysed through factor analysis,
descriptive statistics, two-way ANOVA, simple correlation analysis and
multiple regression analysis. It was found that rural junior secondary
students generally did not perceive their mathematics classroom
environment very favourably, and they did not hold very positive
attitudes towards mathematics. There existed significant gender and
grade differences in the perceptions of mathematics classroom learning
environments and attitudes towards mathematics. Positive correlation
between mathematics classroom learning environment and studentsâ€™
attitudes towards mathematics and their mathematics achievement were
identified.
rv: