Anticipated Date of Graduation

Spring 2024

Document Type

Thesis

Degree Name

Master of Science in Mathematical Sciences

Department

Mathematical Sciences

First Advisor

Doug Darbro

Abstract

The purpose of this study was to investigate the complex interplay between cognitive processes, self-efficacy, and environmental factors on academic achievement in mathematics within a private international school in China. Utilizing the Social Cognitive Theory as a theoretical framework, this research aimed to elucidate the extent to which these factors serve as significant predictors of mathematics achievement. The study involved a sample of 410 students from Years 6 to 12, with data collected through While the study provides substantial insights, several limitations were noted, including the restricted generalizability due to the specific sample, potential biases from self-reported data, and the constraints of a cross-sectional design. Future standardized assessments, specifically the Cognitive Abilities Test (CAT-4), as well as self-efficacy and classroom environment questionnaires (Mathematics Self-Efficacy and Anxiety Questionnaire and the "What Is Happening In this Class?" questionnaire). The results confirmed that verbal ability (VAB), quantitative ability (QUAAB), and spatial ability (SPAAB) are significant cognitive predictors of mathematics achievement. Additionally, self-efficacy emerged as a determinant, highlighting its role in student motivation and performance. Environmental factors, notably student cohesiveness and task orientation, were also found to significantly contribute to academic success. This study's findings have practical implications for educational practices. Schools should consider leveraging tools like CAT-4 to tailor interventions focused on enhancing specific cognitive skills. Programs aimed at boosting self-efficacy and reducing anxiety should be integrated into the curriculum. Furthermore, fostering supportive and task-oriented classroom environments is essential for promoting engagement and achievement in mathematics. research should address these limitations through broader samples, mixed methods approach, and longitudinal studies to further elucidate the factors influencing academic achievement in mathematics. In conclusion, this research contributes to the comprehensive understanding of the multifaceted elements that impact mathematics achievement, offering a foundation for developing effective educational strategies and policies to support student success in diverse educational contexts.

Download

Share

COinS