Browsing by Author "Kiwanuka Henry Nsubuga"

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Factors affecting Mathematics achievement of first-year secondary school students in Central Uganda
(University of Pretoria, Faculty of Education, 2015-08) Kiwanuka Henry Nsubuga ; Van Damme Jan ; Van Den Noortgate Wim ; Anumendem Dickson Nkafu ; Namusisi Speranza
This study explores the sources of variability in Mathematics achievement of Ugandan students at the student, classroom and school level. The Mathematics score and questionnaire responses of 4,819 first-year secondary school students (Grade Seven, about 14-15 years old) from 78 classrooms of 49 schools were analysed. A three-level linear model was used. The results indicate that out of the total variance in Mathematics achievement 68.8%, 14.2% and 17.0% are situated at student, classroom and school level, respectively. Of all the considered explanatory variables at the three levels, i.e. socio-economic status, gender, prior Mathematics achievement, parental support, peer influence, class mean of prior Mathematics achievement and of students’ perception of good classroom assessment, school mean of class climate (class mean of attitude toward mathematics) and of parental support were significant predictors of Mathematics achievement. The relevant factors could explain 7.6%, 73.1% and 84.3%, respectively, of student-, classroom- and school-level differences. Implications of our study are onsidered.
How do student and classroom characteristics affect attitude toward mathematics? A multivariate multilevel analysis
(Taylor & Francis Group, 2016) Kiwanuka Henry Nsubuga ; Damme Van Jan ; Noortgate Van Den Wim ; Anumendem Kafu Dickson N; Vanlaar Gudrun ; Reynolds Chandra ; Namusisi Speranza
This study investigated the effects of student and classroom characteristics on math self-confidence, perceived usefulness, and enjoyment of mathematics as multiple outcomes. A sample of 7th-grade students from 78 classes of 49 schools was studied. The data were collected using, among other instruments, an attitude questionnaire. The results of the multivariate multilevel analysis showed that the variance of the 3 indicators was situated mostly at the student level, and that the indicators correlated strongly at the class level. Higher prior mathematics achievement and positive parental beliefs and attitudes were significant predictors of higher scores across the 3 indicators. Each of the baseline indicators was significantly associated with its corresponding final indicator. At the classroom level, classroom assessment was significantly associated with less endorsement of all 3 indicators, higher levels of classroom modeling with greater endorsement of perceived usefulness of mathematics, and classroom questioning with greater enjoyment of mathematics.
Temporal relationship between attitude toward mathematics and mathematics achievement
(Taylor & Francis Group, 2020-11-13) Kiwanuka Henry Nsubuga; Damme Jan Van; Noortgate Wim Van den; Reynolds Chandra
This study examined the temporal relationship between attitude toward mathematics and mathematics achievement among first year secondary (i.e. middle) school students (grade 7, about 14–15 years) with a focus on sex differences in Central Uganda. Random intercept cross lagged panel models, based on structural equation modeling, were used to analyze data which were collected through students’ questionnaires and mathematics tests at three measurement points. The proportion of variance at the class and school level was larger for the achievement measures than for the attitude measures. At these two levels, also the correlation coefficients between the two constructs were higher for boys than for girls. The study found evidence in support of the reciprocal-effects model as the best-fitting structural model within and across both sexes. Between the first and second measurement points, there was evidence for the self-enhancement model (attitude influencing achievement), while between the second and third points, the skill-development model (achievement influencing attitude) was supported.