Growth trajectories of mathematics achievement: Longitudinal tracking of student academic progress

Growth trajectories of mathematics achievement: Longitudinal tracking of student academic progress

• Mok, Magdalena Mo Ching The Hong Kong Institute of Education
• Mcinerney, Dennis Michael The Hong Kong Institute of Education
• Zhu, JinXin The Hong Kong Institute of Education
• Or, Anthony

British Journal of Educational Psychology, 2014

United Kingdom

John Wiley & Sons Ltd.

2014

• G 課程與教學:個別教學範疇
  • GC 數學及統計學
• L 教育測量及評鑑
  • LC 學業成績測量

Mathematics Growth Latent Growth Model Gender Compensatory Effect

• Hong Kong

• 1997.7 onwards

• 小學教育
• 中學教育

Background: A number of methods to investigate growth have been reported in the literature, including hierarchical linear modelling (HLM), latent growth modelling (LGM), and multidimensional scaling applied to longitudinal profile analysis (LPAMS). Aims: This study aimed at modelling the mathematics growth of students over a span of 6 years from Grade 3 to Grade 9. Sample: The sample comprised secondary longitudinal data collected in three waves from n = 866 Hong Kong students when they were in Grade 3, Grade 6, and Grade 9. Method: Mathematics achievement was measured thrice on a vertical scale linked with anchor items. Linear and nonlinear latent growth models were used to assess students' growth. Gender differences were also examined. Results: A nonlinear latent growth curve with a decelerated rate had a good fit to the data. Initial achievement and growth rate were negatively correlated. No gender difference was found. Conclusion: Mathematics growth from Grade 6 to Grade 9 was slower than that from Grade 3 to Grade 6. Students with lower initial achievement improved at a faster rate than those who started at a higher level. Gender did not affect growth rate.
[Copyright © 2014 The British Psychological Society.]

Retrieved March 12, 2015, from http://0-dx.doi.org.edlis.ied.edu.hk/10.1111/bjep.12060

• 英文

期刊論文

• 00070998

https://bibliography.lib.eduhk.hk/tc/bibs/b65cdb99

2015-05-05