publication . Doctoral thesis . 2015

Teacher Classroom Practices, Student Motivation and Mathematics Achievements in High School: Evidence from HSLS:09 Data

Yu, Rongrong;
Open Access
  • Published: 19 Oct 2015
  • Publisher: Virginia Tech
  • Country: United States
The present study explored the direct influences of teacher classroom practices, including teacher support, conceptual teaching, and procedural teaching, on 9th grade students' mathematics achievement, and the indirect influences of these teacher variables on student mathematics achievement through students' mathematics self-efficacy and interest in mathematics courses. The base year data of High School Longitudinal Study of 2009 (HSLS: 09) was used for this study. Structural equation modeling method was used to estimate the relationships among variables. Results showed that teacher classroom practices influenced student mathematics achievement in different ways...
Persistent Identifiers
ACM Computing Classification System: ComputingMilieux_COMPUTERSANDEDUCATION
free text keywords: Teacher Support, Conceptual Teaching, Procedural Teaching, Self-Efficacy, Interest, Mathematics Achievement
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