Assessing selected predictors of performance in developmental mathematics

Abstract

Abstract by author:

Results showed positive and statistically significant relationships between intrinsic goal orientation, self efficacy for learning and performance, effort management strategies and math final grade and a negative relationship with teaching strategies and practices. The logistic regression results reproduced the correlation results with statistically significant likelihood ratios of success, not successful, and dropouts associated with class level, pre-algebraic skills, self-efficacy for learning and performance, effort management strategies and the general teaching strategies and practices in the final model. The Final Logistic Regression Model explained successful, not successful and dropouts with an average accuracy of 63 per cent. The model would likely be improved with additional information about the teachers, because some of them had a statistically significant association with successful students. However, the statistically significant associations found between successful math performance and teaching strategies and practices were negative