Multilevel Analysis of the Relationship of Perception of Teachers' Diagnostic Skills, Challenging Level of Class, Quality of Teacher’s Teaching and Math Study Skills with Math Performance in Ninth Grade Students

Document Type : Research Article

Authors

1 Ph.D. Student Educational Psychology, Department of Psychology , Faculty of Education Sciences and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran.

2 Assistant Professor, Department of Psychology , Faculty of Education Sciences and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran.

3 Professor, Department of Psychology, Faculty of Education Sciences and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran.

4 Associate Professor, Department of Psychology, Faculty of Education Sciences and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran.

10.22055/psy.2023.43370.2995
Abstract
The aim of this multilevel analysis research was to investigate the relationships of perception of teachers’ diagnostic skills, challenging level of the class, quality of teacher’s teaching and math study skills with math performance in ninth-grade students. Research method was a correlational type, namely multilevel analysis. The statistical population of this research was all ninth-grade male and female students of first secondary school in Kohgiluyeh city, in Iran, in the academic year of 2022-2023, among them, a sample of 1000 students (500 Male and 500 female) was selected by multi-stage random sampling method. Gartner's Classroom Assessment Questionnaire, Gentry and Springer's Scale of Students' Perception of Classroom Activities, Kyriakides et al.'s Teaching Quality Scale, Hooper's Math Study Skills Scale and students' grades of the first semester of math lessons were used to measure the variables of the research. Data were analyzed using Hierarchical Linear Modeling (HLM) method. The results of multilevel analysis showed that variables of level 1 (math study skills) and level 2 (average math study skills of class, perception of teacher's diagnostic skills, challenging level of class and quality of teacher’s teaching) were positively and significantly predicting math performance of students. The interactions of level 2 variables (average math study skills of class, perception of teacher's diagnostic skills and the challenging level of the class) with the slope of the relationship between math study skills and math performance were significant. Also, the difference in math performance among classes and the difference between classes in terms of the slope of math study skills and math performance were significant. Based on the multilevel analysis in this research, it can be concluded that paying attention to the improvement of students' math study skills and class variables (average class math study skills, perception of teacher's diagnostic skills, challenging level of class and quality of teacher’s teaching) will lead to the improvement of students' mathematical performance and their positive attitude towards this lesson.

Keywords


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  • Receive Date 30 March 2023
  • Revise Date 10 May 2023
  • Accept Date 11 May 2023