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Using Multivariate Statistics

Individualism and collectivism

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Research Design: Qualitative, Quantitative, and Mixed Methods Approaches

This study investigated (a) mathematics achievement (Test of Academic Progress) of 589 female and 644 male, predominantly white, 9th-12th grade students enrolled in mathematics courses from four schools, controlling for mathematics background and general ability (Quick Word Test); (b) relationships to mathematics achievement, and to sex-related differences in mathematics achievement, of spatial visualization (Differential Aptitude Test), eight attitudes measured by the Fennema-Sherman Mathematics Attitudes Scales, a measure of Mathematics Activities outside of school, and number of Mathematics Related Courses and Space Related Courses taken. Complex results were obtained. Few sex-related cognitive differences but many attitudinal differences were found. Analyses of variance, covariance, correlation, and principal components analysis techniques were used. The results showed important relationships between socio-cultural factors and sex-related cognitive differences.

Sex-related defferences in mathematics achievement, spatial visualization, and affective factors

Trust in Schools: A Core Resource for Improvement:

This study aims to examine an untested research model that explains the direct- and indirect influences of Academic Coping, Friendship Quality, and Student Engagement on Student Quality of School Life. This study employed the quantitative-based cross-sectional survey method. The sample consisted of 2400 Malaysian secondary Form Four students chosen equally from 50 schools using Multistage Stratified Cluster Sampling procedure. Self-reported questionnaire was administered. The data was analyzed with Partial Least Square approach using SmartPLS 2.0. Findings showed that Academic Coping, Student Engagement, and Friendship Quality significantly explained about 46 % of variance in Student Quality of School Life. Student Engagement also contributed approximately 44 % of variance in mediating the relationship between Academic Coping and Student Quality of School Life; and approximately 67 % of variance between Friendship Quality and Student Quality of School Life. Findings indicated the predictability of the model in terms of predictive relevance and global goodness of fit. Limitations and suggestions for future studies are discussed.

Academic Coping, Friendship Quality, and Student Engagement Associated with Student Quality of School Life: A Partial Least Square Analysis

This study attempts to validate an integrative Teacher Commitment scale using rigorous scale validation procedures. An adapted questionnaire with 17 items was administered to 600 primary school tea...

https://journals.sagepub.com/doi/pdf/10.1177/2158244014536744

Validating Teacher Commitment Scale Using a Malaysian Sample

This paper attempts to identify the extent to which the affective characteristics of Malaysian and Singaporean students’ attainment compared to the OECD average in Programme for International Student Assessment (PISA) 2012, and examine the influence of students’ affective characteristics, gender, and their socioeconomic status on mathematics performance at both student and school levels. Sample consisted of 5197 and 5546 15-year-old Malaysian and Singaporean students. Data were analysed using hierarchical linear modelling approach with HLM 7.0 software. Results showed that the Index of economic, social, and cultural status (ESCS), mathematics self-efficacy, and mathematics anxiety have significant effects on mathematics performance in Malaysia and Singapore at the student level. Proportion of boys at the school level has no significant effects on mathematics performance for both Malaysian and Singaporean students. ESCS mean at the school level has positive and significant effects on mathematics performance in Malaysia, but not in Singapore. Limitations, implications, and future studies were discussed.

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Malaysian and Singaporean students’ affective characteristics and mathematics performance: evidence from PISA 2012

The results of the Programme for International Student Assessment (PISA) 2012 showed that Indonesia, Malaysia, and Thailand underperformed and were positioned in the bottom third out of 65 participating countries for mathematics, science, and reading literacies. The wide gap between these three countries and the top performing countries has prompted this study to examine the influence of students’ affective characteristics on their performance in mathematics literacy using a multilevel analysis. The purpose of this study is to examine the relationships among affective characteristics-related variables at the student level, the aggregated school-level variables, and mathematics performance by using the Programme for International Student Assessment (PISA) 2012 dataset. The data used for the analysis were retrieved from the official PISA website. The student samples from Indonesia, Malaysia and Thailand were 5, 622, 5, 192 and 6, 602, respectively. The data were analysed using descriptive statistics, and a hierarchical linear modeling (HLM) approach with the HLM version 7.0 computer programme. Different patterns of relationships were found between student- and school-level variables and mathematics performance in the three countries. The common student-level variable is attitudes towards learning outcomes, which predicted an increase in scores for the Indonesian, Malaysian, and Thai models. At the student level, the strongest predictor on mathematics literacy performance was mathematics self-efficacy for both Indonesian and Malaysian models, and perseverance for the Thai Model. At the school level, school average mathematics self-efficacy was the strongest predictor of mathematics performance in the Indonesian model; average openness to problem-solving in the Thai model; and school average instrumental motivation, mathematics behaviour, and attitudes towards learning outcomes predicted a decrease in scores for the Malaysian model. The inconclusive results of the multilevel analysis has demonstrated some interesting points for discussion, though the results could be attributed to the differences in education system and a diversity of cultural context in each individual country. This study contributes to providing evidence-based policy making in addition to informing the mathematics teachers the particular students’ affective characteristics, which should be strengthened to ensure better mathematics learning outcomes in Indonesia, Malaysia, and Thailand. Implications of the findings and limitations are discussed.

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Affective characteristics and mathematics performance in Indonesia, Malaysia, and Thailand: what can PISA 2012 data tell us?

Although the literature abounds with factors that contribute to organizational commitment and commitment to change, it is still unclear what factors influence teachers’ affective commitment to chan...

https://journals.sagepub.com/doi/pdf/10.1177/2158244019846209

Lei Mee Thien

Papers

Academic Coping, Friendship Quality, and Student Engagement Associated with Student Quality of School Life: A Partial Least Square Analysis

Validating Teacher Commitment Scale Using a Malaysian Sample

Malaysian and Singaporean students’ affective characteristics and mathematics performance: evidence from PISA 2012

Affective characteristics and mathematics performance in Indonesia, Malaysia, and Thailand: what can PISA 2012 data tell us?

Distributive Leadership Functions, Readiness for Change, and Teachers’ Affective Commitment to Change: A Partial Least Squares Analysis: