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FACTORS AFFECTING IRANIAN STUDENTS ACHIEVEMENT IN MATHEMATICS

Ali Reza Kiamanesh Teacher Training University, Iran

Abstract

Following Coleman's report, extensive research has been carried out on in- and out-of-school variables affecting students' achievement such as school factors, self-concept, self-efficacy, attitude, attribution, motivation, press variables, and gender. The purpose of this study is to identify the number of factors that represents relationships among sets of interrelated variables using TIMSS 99 Student Background Questionnaire data (35 items) for Iranian students, and to examine the contribution of each factor on explaining the variance of students mathematics achievement and the total variance that could be explained by the determined factors. The related data were factored utilizing principal component factor analysis using Varimax rotation. Based on the Scree test and Eigenvalues over one, eight factors were retained. These factors accounted for 50.8 percent of the variance. The combination of items with loadings greater than 0.47 were considered as separate factors. The results showed that seven of the eight factors under study totally accounted for approximately one fifth of the variance in mathematics achievement (20.7 percent). Mathematics self-concept, home background, teaching, and attitude explained 12.3, 5.1, 1.6 and 0.9 percent of the variance, respectively. The variance explained by press, attribution and motivation factors, even though significant, was negligible. It is worth mentioning that school climate did not enter in the equation. The findings of the present study are important for Iranian educational system since changing self-concept and attitude of students towards mathematics and improving the teaching procedures in the classroom are much easier to achieve than changing background factors affecting students' performance

INTRODUCTION

The Trends in International Mathematics and Science Study (TIMSS) and Progress in International Reading Literacy Study (PIRLS) are the largest and most comprehensive international studies that Iran has ever participated in. In these international studies students achievement in mathematics, science, and reading comprehension has been subjected to comprehensive analysis. In addition, numerous background variables affecting students achievement have been investigated using background questionnaires. Although enormous valid data have been collected in the above-mentioned studies, the number of secondary data analysis carried out on the available data is relatively few. The preliminary investigations of the TIMSS data in Iran indicated that there is a positive relationship between students achievement in mathematics and home background variables such as parents level of education, number of books at home, and possessing dictionary, computer and study desk. However, Iranian students who come from a family with the highest level of education of either parents (8% of the students), possess all the three educational aids (5% of the students), and have more than 200 books at home (9% of the students) score much lower than the international average score (Kiamanesh & Kheirieh, 2001). Furthermore, the relation between the index of mathematics self-concept and math achievement was positive and significant. The math achievement score of Iranian students who benefited from high self-concept was much higher than that of those who had medium or low self-concept (Kiamanesh & Kheirieh, 2001). Moreover, these investigations indicated that students who have positive perceptions or attitudes towards
mathematics showed better achievement in both mathematics and science (Kiamanesh, 1997). Although 54 percent of Iranian students have a high positive attitude towards math, their average mathematics achievement was much lower than the international average or even the performance of their counterparts in other countries (Mullis et al., 2000). Following the findings of Coleman (Coleman et al., 1966) suggesting that schools made no difference, extensive research has been carried out on in- and out-of-school variables affecting students' achievement. Considerable research has examined the relationship between students characteristics such as self-concept, attitudes towards mathematics, home background as well as motivation and students subsequent academic performance. In general, a consistent pattern of attitudes towards school subjects and achievement in the respective subjects has been confirmed through a large number of studies (McMillan, 1977; Aiken, 1976; Kulm, 1980; Keeves, 1992; Papanastasiou, 2002; Schereiber, 2000). Papanastasiou (2002) showed that there is a positive relation between mathematics attitudes and math achievement. According to Schereiber (2000), those who have positive attitudes toward mathematics have a better performance in this subject. In contrast with these findings, Cain- Castons study (1993) showed that for the third grade students there was no significant relationship between students' attitude toward mathematics and students achievement in this subject. Psychologists define attitude as any strong belief or feeling or any approval or disapproval toward people and situations. We have favorable or unfavorable attitudes towards people, politics, academic subjects, etc. We favor the things we think are good and helpful, and oppose the things we think are bad and harmful (Kagan, 1984). The students attitude towards an academic subject is a crucial factor in learning and achievement in that subject. Whether a student views herself or himself as a strong or weak person in a specific subject may be an important factor in her or his academic achievement. Stodalsky et al. (1991) mentioned that students develop ideas, feelings and attitudes about school subjects over time and from a variety of sources. Among the other major findings of TIMSS 1999, students generally had positive attitudes towards mathematics and science, although less so in countries where science is taught as separate subjects at the eighth grade (Mullis et al., 2000). Many studies have examined students thinking about school and their attitude towards mathematics (Vanayan, White, Yuen & Teper, 1977, cited in Papanastasiou 2000). Instruction in school settings provides one important and regularly experienced context in which ideas and perceptions about subject matters as well as other cognitive and affective outcomes can be shaped. Lyton (2000) refers to the environmental effects that influence the childs development. These environmental effects may come from extra-parental influences, such as peer groups and social pressures. In addition to home background and attitudes towards the subject (Kuiper & Plomp, 2001), press variables (or home-school interface), such as friends and maternal pressure for learning mathematics (Martin et al., 2000), are among the factors that construct students attitudes towards and beliefs about mathematics (Kulm, 1980). Research evidence shows that if an important person encourages somebody to behave in a certain way, he or she will accept it. The influence of an important person is so strong that even the individual may change his or her attitude in agreement with that of the important person's (Berkowitz, 1986). Papanastasiou (2002) showed that school climate was influenced by the educational background of students and school climate in turn influences teaching. The Videotape Study of TIMSS 1995 from three different countries (Japan, Germany and USA) showed that outside interruptions affect the flow of the lesson and detract from instructional time. Internationally in TIMSS 1999 for both mathematics and science, about one-fifth of the students reported that their classes were interrupted pretty often or almost always (Mullis et al., 2000).
The relationship between mathematics self-concept and math achievement is another area that has been investigated by researchers (Marsh, 1992; Hamachek, 1995). Franken (1994) states that "there is a great deal of research which shows that self-concept is perhaps the basis for all motivated behavior. It is the self-concept that gives rise to possible selves, and it is possible selves that create the motivation for behavior" (p. 443). Most findings in this area showed that those who have higher self-concept, i.e., perceiving themselves more confident in math, have higher scores in mathematics (Wilhite, 1990). Researchers (Frize et al., 1983; Weiner, 1985) showed that attributions influence students achievement. Students often attribute their outcomes to variables like hard work, good luck and natural talent. Even though students may attribute their failure or success to the afore-mentioned variables, the efforts that they make in order to learn mathematics at school or do homework at home probably have an effect on their achievement.

Purpose of the Study

The present study has two purposes:

1. To identify a number of factors that represent the relationship among sets of interrelated variables using Principal Component Factor Analysis

2. To examine the contribution of each factor to the explanation of the variance in the students mathematics score and to determine the total variance that could be accounted for by these factors using Multiple Regression Analysis

Significance of the Study

Mathematics achievement involves a complex interaction of factors that have specific direct effects and/or indirect effects through other factors on school outcome. Although the relationship between math achievement and factors such as self-concept, home background, and attribution has been studied widely, it is important to explore the factors that contribute most to the Iranian students