Factors Affecting Third Graders’ Mathematics Achievement in Content Domains

• In Event: Poster Session 12
  In Poster Session: Student Cognition, Attitudes, and Learning in Math

Abstract

In this study, a secondary analysis of the Early Childhood Longitudinal Study – K cohort (ECLS-K) was conducted to explore the effects of student engagement and instruction time on mathematics achievement in content domains in third graders. Using MIMIC modeling and independent t-tests, the present study shows that 1) student engagement was the most significant determinant affecting student mathematics achievement, especially in the content areas of multiplication/ division and place value; instruction time had no effect on student achievement; 2) boys and girls performed differently in different content domains; White/Asian were significantly more engaged in learning activities and outperformed significantly than the other races, but spent significantly less time on mathematics.

Author

• Bing Tong, Michigan State University