The Relationships among Student-Teacher Interaction, Academic Intrinsic Motivation, Learning Styles and Grade 9 Students' Mathematics Achievement In Addis Ababa
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Date
2010-07
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Addis Ababa University
Abstract
The present study attempted to examine the relationship among student-teacher
interaction, academic intrinsic motivation, learning style and students'
mathematics achievement of grade nine students in Addis Ababa.
Three sub-cities were selected from ten sub-cities using simple random sampling
technique. One school was selected from each selected sub-city. From these three
sample schools, 353 students participated in the research project. Using learning
style scale, 180 students were selected for further investigation.
Four instruments (namely Learning Style Scale, Academic Intrinsic Motivation
Inventory, Questionnaire on Student-teacher Interaction and Mathematics
Achievement Test) were used to collect data. Initially, the instruments were
administered on a pilot sample. Based on this item analysis was carried out and
the instruments were improved.
Percentage, t-test, Pearson's product moment correlation, multiple and step-wise
regression analyses and one way ANOVA were employed to analyze the data.
The analyses indicated that auditory learning style was adopted by the majority
of grade nine students. The results of the t-test indicated that there was no
significant variation between male and female visual, auditory and kinesthetic
learners on their academic intrinsic motivation, student-teacher interaction and
mathematics achievement. Student-teacher interaction, academic intrinsic
motivation and mathematics achievement were found to have significant positive
correlation on visual, auditory and kinesthetic learners. In addition, the result of
mUltiple regression analyses indicates that academic intrinsic motivation and
student-teacher interaction combined together had significant contribution for the
prediction of students' mathematics scores. The step-wise regression analyses
revealed that academic intrinsic motivation had significant contribution on all
groups of learners, whereas student-teacher interaction had only on mathematics
achievement scores of auditory and visual learners. Moreover, one-way ANOVA
showed that there was significant mean difference between auditory and visual
learners on the bases of their mathematics achievement. Based on these findings
conclusions are made and recommendations are forwarded.
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Keywords
Interaction, Academic Intrinsic Motivation