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Home CCSU Theses & Dissertations Study Skills of High School Mathematics Students Compared by Achievement within Tracked Groups

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Identifier	Thesis 1971
Author	Farrell, Amy Carissa, 1981-
Title	Study Skills of High School Mathematics Students Compared by Achievement within Tracked Groups
Publisher	Central Connecticut State University
Date	2008
Resource Type	Master's Thesis
Notes	High school students frequently lack the knowledge of effective study- and test-taking skills that they would need to succeed on a variety of assessments. Identifying where students are lacking in these skills can help educators meet their students' needs and help them to be more successful on subsequent assessments (Meneghetti, De Beni, & Cornoldi, 2007, p. 632). The purpose of this study was to investigate whether there are notable differences or similarities among the study skills and habits of public high school mathematics students when compared by level of achievement, with a consideration of how motivation and anxiety factor into students' performance. One hundred ninety-four students attending a Connecticut public high school completed a survey regarding their study strategies, study environment, awareness and motivation towards studying, and the role that anxiety may have played in their studying and/or test-taking. Surveys were analyzed using multivariate regression analysis using students' test averages as a response. The study found that the middle- and high-achieving groups were statistically different from the low-achieving group in several ways. Students that used memorization techniques, and studied for at least two hours in three separate study sessions tended to do better on tests than those that studied in other ways. Students who also reported being highly motivated to do well on mathematics tests experienced higher test averages. Students who were motivated by their parents earned lower test averages. Students who reported feeling anxious in math class or while taking tests scored lower test averages, while students who reported not feeling anxious while studying achieved higher test averages. There were no statistical differences between the different levels of achievers for location, time of day, the number of distractions taking place, or their level of effort in their mathematics class.
Subject	Mathematics -- Study and teaching (Secondary) Study skills
Department	Department of Mathematical Sciences
Advisor	Kalder, Robin S.
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	713733917
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