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Dissertation/Thesis Abstract

Real-time Classroom Factors Impacting Middle-school Students' Attitudes Toward Mathematics
by Andrusiak, Richard A., Ed.D., New England College, 2019, 229; 10933664
Abstract (Summary)

While research studies have revealed an association between students’ attitudes toward mathematics and achievement in mathematics, divergent results shift the research focus to the construct of attitudes and from a normative approach to a qualitative approach. This mixed-methods multiple-case phenomenological study captured the real-time classroom origins of eight attitude profiles through the use of the experiencing sampling method (ESM). A total of 75 students, representing one low-, one middle-, and one high-performing middle school in New Hampshire, participated in the ESM study and 11 students were interviewed. A total of 477 random classroom moments were captured and 3988 students’ statements were coded. Quantitative results revealed differences in the distributions of attitude profiles across performance levels and the proportion of students within certain attitude profiles. Results suggest that students’ attitudes change over time, and the distribution of the number of attitude changes does not differ across performance levels. Eight themes emerged from a holistic coding process, and a systematic coding process resulted in detailed descriptions of the eight attitude profiles. Students tended to exhibit positive self-perceptions as learners toward mathematics and their perceived competence was linked to the success they experienced. Test and quizzes dominated classroom activities among all four attitude profiles with a negative emotional dimension. The analysis revealed differences in classroom activities and their impacts on the various profiles, including the use of technology, real-world connections, quizzes and tests, homework, working problems, and students’ perceptions of their teachers, the enjoyment of mathematics, and the difficulty of the material.

Indexing (document details)
Advisor: Preble, William
Commitee: Evans, Richard C., Poitrast, Gail B.
School: New England College
Department: Doctorate of Education
School Location: United States -- New Hampshire
Source: DAI-A 80/01(E), Dissertation Abstracts International
Subjects: Mathematics education, Middle School education, Education
Keywords: Attitudes, Experience sampling method, Mathematics, Middle school
Publication Number: 10933664
ISBN: 978-0-438-35453-1
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