About this paper

Appears in:
Pages: 3373-3379
Publication year: 2018
ISBN: 978-84-09-05948-5
ISSN: 2340-1095
doi: 10.21125/iceri.2018.1749

Conference name: 11th annual International Conference of Education, Research and Innovation
Dates: 12-14 November, 2018
Location: Seville, Spain

PREDICTORS OF GRADE 9 MATHEMATICS ACHIEVEMENT WITH IMPLICATIONS FOR OPTIMAL PEDAGOGY

J. Burger, A. Nadirova

Practical Data Solutions, Inc. (CANADA)
Interest is rapidly growing in providing social-emotional learning supports to students at all education levels to enhance academic achievement. A related area of growing attention is the measurement and diagnosis of student’s engagement with school. There is growing awareness that we can use science to improve education by assessing non-cognitive motivators (or facilitators) of academic outcomes (Christenson, Reschly & Wylie, 2013; Khine and Areepattamannil, 2016). These often not easily detectable affective motivators include a student‘s sense of self-confidence, resilience and belonging.

Two camps have emerged on measuring student engagement; one focused on measuring engagement at the cohort level, and the other exploring measuring engagement at the individual student level. Our research concentrates on the latter approach. In the past decade research on student’s social-emotional connectivity to school has demonstrated how schools can reengage the disengaged student as a strategic support for enhanced achievement and equal educational opportunity (Christenson, Reschly & Wylie, 2013). Previous work has described the development of the Student Orientation to School Questionnaire (SOS-Q) as well as the construct and predictive validity of the SOS-Q (Burger, Nadirova & Keefer, 2012 ).

Our most recent research, to be reported here, has analysed the relationship between student engagement and concurrent achievement in Grade 9 Mathematics. Working closely with school staff, we investigated past achievement data from multiple sources to assess the predictive power of both earlier standardized test data as well as teacher assigned marks for 106 Grade 9 students attending high school in an intermediate size suburban school jurisdiction in Alberta, Canada. The students concurrent SOS-Q data was also analysed via multiple linear regression to determine if their pattern of engagement with school can illuminate optimal pedagogical support strategies for improving Mathematics achievement.

Our findings indicate that Grade 8 teacher marks had the strongest predictive validity relative to Grade 9 Mathematics results, and supporting student’s External Resilience or their sense of ability to handle the external challenges presented by Mathematics learning point to optimal strategies for supporting students. Lastly, we discuss some of the issues associated with getting accurate data from emerging Student Information Systems.
@InProceedings{BURGER2018PRE,
author = {Burger, J. and Nadirova, A.},
title = {PREDICTORS OF GRADE 9 MATHEMATICS ACHIEVEMENT WITH IMPLICATIONS FOR OPTIMAL PEDAGOGY},
series = {11th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2018 Proceedings},
isbn = {978-84-09-05948-5},
issn = {2340-1095},
doi = {10.21125/iceri.2018.1749},
url = {http://dx.doi.org/10.21125/iceri.2018.1749},
publisher = {IATED},
location = {Seville, Spain},
month = {12-14 November, 2018},
year = {2018},
pages = {3373-3379}}
TY - CONF
AU - J. Burger AU - A. Nadirova
TI - PREDICTORS OF GRADE 9 MATHEMATICS ACHIEVEMENT WITH IMPLICATIONS FOR OPTIMAL PEDAGOGY
SN - 978-84-09-05948-5/2340-1095
DO - 10.21125/iceri.2018.1749
PY - 2018
Y1 - 12-14 November, 2018
CI - Seville, Spain
JO - 11th annual International Conference of Education, Research and Innovation
JA - ICERI2018 Proceedings
SP - 3373
EP - 3379
ER -
J. Burger, A. Nadirova (2018) PREDICTORS OF GRADE 9 MATHEMATICS ACHIEVEMENT WITH IMPLICATIONS FOR OPTIMAL PEDAGOGY, ICERI2018 Proceedings, pp. 3373-3379.
User:
Pass: