Thesis

Socioeconomic status and primary-aged children’s achievements in mathematics : the role of educational psychology in understanding and addressing variables which mitigate the impact of relative deprivation

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Awarding institution
  • University of Strathclyde
Date of award
  • 2023
Thesis identifier
  • T16750
Person Identifier (Local)
  • 202055008
Qualification Level
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Department, School or Faculty
Abstract
  • Attainment for lower SES children tends to be below average. The investigations sought to explore mathematics attainment for lower SES children and the contribution their own attitudes and teachers’ perceptions of mathematics make to attainment. The main hypothesis is that poorer outcomes in maths are partly due to attitudes, expectations and values about maths held by both teachers and children. Participants in the study on children’s attitudes to maths are primary school aged children while participants in the teachers’ Perceptions of Mathematics study are primary school teachers. Study 1 involved analysis of secondary attainment data (n=1,075) using regression analysis to characterise the strength of connection between maths and SES. Study 2 explored the factor structure of the Perceptions of Mathematics (POM) survey using Principal Components Analysis (PCA) to explore teachers’ attitudes to maths teaching (n=136). The method in the main study was quasi-experimental. An intervention group took part in a peer-assisted, games-based learning intervention (n=42) with a control group (n=19) following maths-as-usual. Commercial off-the-shelf maths games were used by the intervention group over 6 weeks with pre post Maths Attitude and Anxiety Questionnaire (MAAQ) and Myself As a Learner (MALS) measures taken. Analysis of secondary attainment data found general maths by SES fitted the data best compared to Reading and General Ability. PCA found a two factor structure in the POM consistent with conceptual and procedural mathematics. Multiple hierarchical regression analysis of the MAAQ at T1 and T2 found an effect of time by group with no significant effect found for MALS. Results indicated a connection between SES and attainment with a stronger effect for maths. The POM results suggest teaching approaches for poorer children may disadvantage them and finally, children’s attitudes to maths may be positively influenced by a peer-assisted games-based learning intervention which may ultimately improve their attainment.
Advisor / supervisor
  • Daly, Clare
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