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Growth trajectories of mathematics achievement: Longitudinal tracking of student academic progress
Author(s) -
Mok Magdalena M. C.,
McInerney Dennis M.,
Zhu Jinxin,
Or Anthony
Publication year - 2015
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/bjep.12060
Subject(s) - tracking (education) , mathematics education , psychology , academic achievement , longitudinal study , pedagogy , mathematics , statistics
Background A number of methods to investigate growth have been reported in the literature, including hierarchical linear modelling ( HLM ), latent growth modelling ( LGM ), and multidimensional scaling applied to longitudinal profile analysis ( LPAMS ). Aims This study aimed at modelling the mathematics growth of students over a span of 6 years from Grade 3 to Grade 9. Sample The sample comprised secondary longitudinal data collected in three waves from n = 866 H ong K ong students when they were in Grade 3, Grade 6, and Grade 9. Method Mathematics achievement was measured thrice on a vertical scale linked with anchor items. Linear and nonlinear latent growth models were used to assess students' growth. Gender differences were also examined. Results A nonlinear latent growth curve with a decelerated rate had a good fit to the data. Initial achievement and growth rate were negatively correlated. No gender difference was found. Conclusion Mathematics growth from Grade 6 to Grade 9 was slower than that from Grade 3 to Grade 6. Students with lower initial achievement improved at a faster rate than those who started at a higher level. Gender did not affect growth rate.