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Growth trajectories of mathematics achievement: Longitudinal tracking of student academic progress.
- Source :
- British Journal of Educational Psychology; Jun2015, Vol. 85 Issue 2, p154-171, 18p, 2 Diagrams, 4 Charts, 1 Graph
- Publication Year :
- 2015
-
Abstract
- Background A number of methods to investigate growth have been reported in the literature, including hierarchical linear modelling ( HLM), latent growth modelling ( LGM), and multidimensional scaling applied to longitudinal profile analysis ( LPAMS). Aims This study aimed at modelling the mathematics growth of students over a span of 6 years from Grade 3 to Grade 9. Sample The sample comprised secondary longitudinal data collected in three waves from n = 866 Hong Kong students when they were in Grade 3, Grade 6, and Grade 9. Method Mathematics achievement was measured thrice on a vertical scale linked with anchor items. Linear and nonlinear latent growth models were used to assess students' growth. Gender differences were also examined. Results A nonlinear latent growth curve with a decelerated rate had a good fit to the data. Initial achievement and growth rate were negatively correlated. No gender difference was found. Conclusion Mathematics growth from Grade 6 to Grade 9 was slower than that from Grade 3 to Grade 6. Students with lower initial achievement improved at a faster rate than those who started at a higher level. Gender did not affect growth rate. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 00070998
- Volume :
- 85
- Issue :
- 2
- Database :
- Complementary Index
- Journal :
- British Journal of Educational Psychology
- Publication Type :
- Academic Journal
- Accession number :
- 102645123
- Full Text :
- https://doi.org/10.1111/bjep.12060