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Dissertation_Zhang_6-18 try5.pdf (1.93 MB)

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Individual cognitive and contextual factors affecting Chinese students’ mathematical literacy: a hierarchical linear modeling approach using Program for International Student Assessment (PISA) 2012

Zhang, Han
http://orcid.org/0000-0001-9629-6405
http://rave.ohiolink.edu/etdc/view?acc_num=kent1531401210902013

Abstract Details

2018, PHD, Kent State University, College of Education, Health and Human Services / School of Foundations, Leadership and Administration.
The purpose of this study was to explore the effects of salient student-, school-, and region-level factors on Chinese students’ mathematical literacy. Secondary data from Shanghai, Hong Kong, Macao, and Chinese Taipei participants of PISA 2012 was utilized to examine (a) how problem solving skills and noncognitive learning characteristics are related to mathematical literacy, while taking into account the effect of covariates; (b) how school-level factors moderate the relationships between student level variables and mathematical literacy; and (c) how region level factors interact with the student and school level variables. Three level hierarchical linear modeling (HLM) was selected as the analytic method due to its capability in exploring multilevel data. The results of this study indicated that, at student level, actual behavioral control (mathematics learning behavior and work ethic), perceived behavioral control (mathematics self-efficacy and self-concept), and problem solving skills showed positive impact on Chinese students’ mathematical literacy. At school level, providing students with cognitive activation in mathematics lessons, experience with pure mathematics tasks, and mathematics extracurricular activities helped to improve mathematical literacy; however, constructivist practice, in terms of teacher behaviors on student orientation and on formative assessment, showed negative impact on their mathematical literacy. Finally, three regional factors (regional infrastructure, educational resources, and teacher shortage) interacted with applied mathematics tasks at school and problem solving skills, respectively, to conjointly impact mathematical literacy. This study also offered implications for future policy and classroom practice, such as continue considering teaching general problem solving skills as a critical aspect in mathematics education.
Jian Li (Committee Chair)
Tricia Niesz (Committee Member)
Christopher Was (Committee Member)
265 p.
Education; Education Policy
Problem solving skills; mathematical literacy; HLM; PISA 2012

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Citations

  • Zhang, H. (2018). Individual cognitive and contextual factors affecting Chinese students’ mathematical literacy: a hierarchical linear modeling approach using Program for International Student Assessment (PISA) 2012 [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1531401210902013

    APA Style (7th edition)

  • Zhang, Han. Individual cognitive and contextual factors affecting Chinese students’ mathematical literacy: a hierarchical linear modeling approach using Program for International Student Assessment (PISA) 2012. 2018. Kent State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1531401210902013.

    MLA Style (8th edition)

  • Zhang, Han. "Individual cognitive and contextual factors affecting Chinese students’ mathematical literacy: a hierarchical linear modeling approach using Program for International Student Assessment (PISA) 2012." Doctoral dissertation, Kent State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1531401210902013

    Chicago Manual of Style (17th edition)

kent1531401210902013
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© 2018, all rights reserved.
This open access ETD is published by Kent State University and OhioLINK.