Motivation in Mathematics (MoMa)
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Students (N=1,978) in grade 9 (N=82) at Grammar Schools (N=25); Parents; Mathematics Teachers
Research Design: Experimental Design
3 points of measurement
The aim of the study was to examine the effectiveness of an intervention with the aim of increasing the perceived relevance of mathematics in the classroom context, which was developed on the basis of the Expectancy-Value Theory of Eccles and colleagues (1983). 1978 students from 82 ninth grades of 25 grammar schools (Gymnasien) in Baden-Wuerttemberg participated in the study. The participating teachers and their classes were randomly assigned either to one of the two intervention conditions or a waiting control condition before the first data collection. Students completed questionnaires at three points in time: (1) pre-test at the beginning of the school year, (2) post-test on average 6 weeks after the intervention, and (3) follow-up survey on average 5 months after the intervention. Cognitive skills were also recorded during the pretest. During the follow-up, the students also took a mathematics test. Over a period of four weeks after the intervention, motivation and behaviour concerning mathematics homework were also recorded in a homework diary. Parents and mathematics teachers were also interviewed at the time of the pre-test. The mathematics teachers also assessed the participating students at all test times. In both of the two intervention conditions classes, doctoral students conducted a double lesson in a regular mathematics lesson on the relevance of mathematics (for more details see Brisson et al., 2017; Gaspard et al., 2015).
Update Metadata: 2021-03-10 | Issue Number: 1 | Registration Date: 2021-03-10