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ERIC Number: EJ1201372
Record Type: Journal
Publication Date: 2019-Jan
Pages: 10
Abstractor: As Provided
ISSN: ISSN-1694-609X
The Relationship between Grade 9 Teachers' and Learners' Perceptions and Attitudes with Their Mathematics Achievement
Mokgwathi, Mathelela Steyn; Graham, Marien Alet; Fraser, William
International Journal of Instruction, v12 n1 p841-850 Jan 2019
The study investigated the relationship between South African Grade 9 teachers' and learners' perceptions and attitudes with their mathematics achievement. The study used a secondary analysis of the TIMSS 2015 mathematics data, guided by the conceptual framework model of Scheerens (2000). The quantitative data collected through teachers' and learners' responses to the questionnaire included teachers' and learners' attitudes and perceptions on mathematics achievement. Multi-level modelling was done using HLM software. The study revealed that learners that like learning mathematics and value mathematics outperform those who don't like it and who don't value it. It was also found that leaners that are confident in mathematics outperformed those who are not confident. An interesting finding was that teacher job satisfaction has no influence on the mathematics achievement of their learners. Another curious finding was that the level of learner engagement in the mathematics lesson also had no influence on their performance.
International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 9; Junior High Schools; Middle Schools; Secondary Education; High Schools; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Identifiers - Assessments and Surveys: Trends in International Mathematics and Science Study