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An Investigation of the Relationship Between Mathematics Ability and Achievement Based on Personality Types of Sixth Grade Students.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	An Investigation of the Relationship Between Mathematics Ability and Achievement Based on Personality Types of Sixth Grade Students./
作者:	Swize, Georgie Teresa.
面頁冊數:	1 online resource (156 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
標題:	Mathematics education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355857481

An Investigation of the Relationship Between Mathematics Ability and Achievement Based on Personality Types of Sixth Grade Students.
Swize, Georgie Teresa.

An Investigation of the Relationship Between Mathematics Ability and Achievement Based on Personality Types of Sixth Grade Students. - 1 online resource (156 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ed.D.)--Dallas Baptist University, 2018.

Includes bibliographical references

The current study looked at the relationship between ability defined by the Cognitive Abilities Test (STAAR), achievement defined by the State of Texas Assessment of Academic Readiness, and personality types measured by the Murphy-Meisgeier Type Inventory for Children (MMTIC) of sixth grade students in a high socio-economic school district. The purpose of the study was to determine if a relationship existed in the district's Grade 6 students between their quantitative ability and their math achievement on STAAR Grade 6, and to fill a gap in research in determining if there was a difference in the strength of the ability-achievement correlation between introverted/extroverted, sensing/intuitive, thinking/feeling, and judging/perceiving types. A Pearson correlation was used to determine if a significant relationship existed between ability and achievement. The researcher found the correlation between math ability and achievement was significant. Then, coefficients (r) for the Pearson were compared between students with introversion/extraversion, intuitive/sensing, feeling/thinking, and perception/judging types. Results indicated there is no difference in the strength of the relationship between ability and achievement in all MMTIC personality types among the sample studied. Information from the current study provides valuable guidance to school districts on how specifically designed instruction through personality type can lead to better student performance and higher achievement.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355857481Subjects--Topical Terms:

1148686
Mathematics education.
Index Terms--Genre/Form:

554714
Electronic books.

An Investigation of the Relationship Between Mathematics Ability and Achievement Based on Personality Types of Sixth Grade Students.
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500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
500 $a Adviser: Judy Rich.
502 $a Thesis (Ed.D.)--Dallas Baptist University, 2018.
504 $a Includes bibliographical references
520 $a The current study looked at the relationship between ability defined by the Cognitive Abilities Test (STAAR), achievement defined by the State of Texas Assessment of Academic Readiness, and personality types measured by the Murphy-Meisgeier Type Inventory for Children (MMTIC) of sixth grade students in a high socio-economic school district. The purpose of the study was to determine if a relationship existed in the district's Grade 6 students between their quantitative ability and their math achievement on STAAR Grade 6, and to fill a gap in research in determining if there was a difference in the strength of the ability-achievement correlation between introverted/extroverted, sensing/intuitive, thinking/feeling, and judging/perceiving types. A Pearson correlation was used to determine if a significant relationship existed between ability and achievement. The researcher found the correlation between math ability and achievement was significant. Then, coefficients (r) for the Pearson were compared between students with introversion/extraversion, intuitive/sensing, feeling/thinking, and perception/judging types. Results indicated there is no difference in the strength of the relationship between ability and achievement in all MMTIC personality types among the sample studied. Information from the current study provides valuable guidance to school districts on how specifically designed instruction through personality type can lead to better student performance and higher achievement.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Mathematics education. $3 1148686
650 4 $a Elementary education. $3 1148439
650 4 $a Educational psychology. $3 555103
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710 2 $a Dallas Baptist University. $b Educational Leadership K-12. $3 1184898
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