A STUDY OF THE RELATIONSHIP BETWEEN STUDY SKILLS AND MATHEMATICS ACHIEVEMENT AMONG MIDDLE SCHOOL STUDENTS
Abstract
- The purpose of this study is to study the relationship between study skills and mathematics achievement among middle school students. Quantitative research design, descriptive survey method was used to find out study skills and mathematics achievement. In terms of geographical area, three Basic Education High Schools, one Basic Education High School (Branch) and one Basic Education Middle School in Tada-U Township were selected by using simple random sampling technique. The population in this study consisted of (400) Grade 8 students. In the collection of data, two instruments: questionnaire for students’ study skills and an achievement test for Grade 8 students were employed. In the analysis of data, descriptive statistics, one-way ANOVA, independent samples t-test, and Pearson product-moment correlation were used. Oneway ANOVA was performed to ascertain whether there were differences in study skills and mathematics achievement among the selected schools. The result showed that there were differences in study skills and mathematics achievement among the selected schools. Independent samples t-test was used to find out the differences between mean scores of study skills and mathematics achievement in term of gender. According to the results, the female students were higher than the male students in study skills and there was significant difference between male and female students’ mathematics achievement. Pearson product-moment correlation was used to assess the correlation between study skills and mathematics achievement. The results showed that there were also significant correlations between study skills and mathematics achievement. This indicated that if the study skills of the students are good, the mathematics achievement of these students will be high.
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Year
- 2022
Author
-
Ei Phyu Thwe
Subject
- Educational Psychology, Curriculum and Methodology
Publisher
- Myanmar Academy of Arts and Science (MAAS)