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dc.contributor.authorAluri, Venkata Lakshmi Narayana
dc.contributor.supervisorProf. Barry Fraseren_US
dc.date.accessioned2018-08-01T03:38:57Z
dc.date.available2018-08-01T03:38:57Z
dc.date.issued2018
dc.identifier.urihttp://hdl.handle.net/20.500.11937/69385
dc.description.abstract

I validated a 56-item seven-scale mathematics learning environment survey and used it to quantify the joint influence of students’ prior knowledge and classroom learning environment on achievement when mediated by self-efficacy. The joint influence was significant only for high-ability students, whereas the direct and mediated effects of prior knowledge were significant for medium- and low-ability students. A tool was developed for teachers to identify for remedial counselling students who over-assume their capabilities of mathematics achievement.

en_US
dc.publisherCurtin Universityen_US
dc.titleInfluence of Students' Prior Knowledge and Classroom Learning Environment on Self-efficacy and Achievement in Mathematicsen_US
dc.typeThesisen_US
dcterms.educationLevelPhDen_US
curtin.departmentScience and Mathematics Education Centreen_US
curtin.accessStatusOpen accessen_US
curtin.facultyHumanitiesen_US


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