Approaches to learning as determinants of senior secondary school students’ achievement in mathematics

Abstract Relationships between approaches to learning and achievement in mathematics are well established in the foreign literature. However, studies on relationships between approaches to learning and achievement in mathematics in Nigerian mathematics education community are scarce. Thus, the goal of the present study is to showcase empirical evidence for a predictive association between approaches to learning and achievement in mathematics in Nigeria. The current study deploys a cross-sectional survey research design that includes 1260 senior secondary school year two students. Two valid and reliable instruments were used for data collection in the study. Two research questions were stated within the area of students’ learning approaches and answered using Pearson product moment correlation and step-wise regression analysis. The results showed that there was a significant relationship between approaches to learning and achievement in mathematics (r = 0.433, p < 0.05). Moreover, all associations were significant between deep approach (r = 0.673, p < 0.05), surface approach (r = −0.251, p < 0.05), strategic approach (r = 0.516, p < 0.05) and achievement in mathematics. The ANOVA regression analysis revealed a significant association between deep approach, surface approach, and strategic approach with achievement in mathematics (F(3, 1256) = 399.35, p = 0.000) and the three approaches to learning jointly contributed as much as 48.7% variance to achievement in mathematics. The deep approach recorded the greatest beta (β) value (0.549), trailed by strategic approach (β = 0.151), and the least was surface approach (β= −0.161). The equation of the regression analysis is depicted as: Achievement = −4.294 + 0.282 deep approach − 0.065 surface approach + 0.063 strategic approach. Findings were discussed, implications of approaches to learning were made and some recommendations for future studies stated. Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Awofala, Adeneye O. A. [verfasserIn] Bazza, Mike Boni [verfasserIn] Akinoso, Sabainah O. [verfasserIn] Olaguro, Modiu [verfasserIn] Fatade, Alfred O. [verfasserIn] Arigbabu, Abayomi A. [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2024

Schlagwörter:	Approaches to learning Mathematics achievement Surface approach Deep approach Strategic approach

Anmerkung:	© The Author(s), under exclusive licence to Springer Nature Switzerland AG 2024. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Übergeordnetes Werk:	Enthalten in: SN social sciences - Springer International Publishing, 2021, 4(2024), 11 vom: 16. Okt.
Übergeordnetes Werk:	volume:4 ; year:2024 ; number:11 ; day:16 ; month:10

Links:	Volltext

DOI / URN:	10.1007/s43545-024-00987-6

Katalog-ID:	SPR057826811

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520			\|a Abstract Relationships between approaches to learning and achievement in mathematics are well established in the foreign literature. However, studies on relationships between approaches to learning and achievement in mathematics in Nigerian mathematics education community are scarce. Thus, the goal of the present study is to showcase empirical evidence for a predictive association between approaches to learning and achievement in mathematics in Nigeria. The current study deploys a cross-sectional survey research design that includes 1260 senior secondary school year two students. Two valid and reliable instruments were used for data collection in the study. Two research questions were stated within the area of students’ learning approaches and answered using Pearson product moment correlation and step-wise regression analysis. The results showed that there was a significant relationship between approaches to learning and achievement in mathematics (r = 0.433, p < 0.05). Moreover, all associations were significant between deep approach (r = 0.673, p < 0.05), surface approach (r = −0.251, p < 0.05), strategic approach (r = 0.516, p < 0.05) and achievement in mathematics. The ANOVA regression analysis revealed a significant association between deep approach, surface approach, and strategic approach with achievement in mathematics (F(3, 1256) = 399.35, p = 0.000) and the three approaches to learning jointly contributed as much as 48.7% variance to achievement in mathematics. The deep approach recorded the greatest beta (β) value (0.549), trailed by strategic approach (β = 0.151), and the least was surface approach (β= −0.161). The equation of the regression analysis is depicted as: Achievement = −4.294 + 0.282 deep approach − 0.065 surface approach + 0.063 strategic approach. Findings were discussed, implications of approaches to learning were made and some recommendations for future studies stated.
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allfields	10.1007/s43545-024-00987-6 doi (DE-627)SPR057826811 (SPR)s43545-024-00987-6-e DE-627 ger DE-627 rakwb eng Awofala, Adeneye O. A. verfasserin (orcid)0000-0003-0808-1784 aut Approaches to learning as determinants of senior secondary school students’ achievement in mathematics 2024 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Nature Switzerland AG 2024. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law. Abstract Relationships between approaches to learning and achievement in mathematics are well established in the foreign literature. However, studies on relationships between approaches to learning and achievement in mathematics in Nigerian mathematics education community are scarce. Thus, the goal of the present study is to showcase empirical evidence for a predictive association between approaches to learning and achievement in mathematics in Nigeria. The current study deploys a cross-sectional survey research design that includes 1260 senior secondary school year two students. Two valid and reliable instruments were used for data collection in the study. Two research questions were stated within the area of students’ learning approaches and answered using Pearson product moment correlation and step-wise regression analysis. The results showed that there was a significant relationship between approaches to learning and achievement in mathematics (r = 0.433, p < 0.05). Moreover, all associations were significant between deep approach (r = 0.673, p < 0.05), surface approach (r = −0.251, p < 0.05), strategic approach (r = 0.516, p < 0.05) and achievement in mathematics. The ANOVA regression analysis revealed a significant association between deep approach, surface approach, and strategic approach with achievement in mathematics (F(3, 1256) = 399.35, p = 0.000) and the three approaches to learning jointly contributed as much as 48.7% variance to achievement in mathematics. The deep approach recorded the greatest beta (β) value (0.549), trailed by strategic approach (β = 0.151), and the least was surface approach (β= −0.161). The equation of the regression analysis is depicted as: Achievement = −4.294 + 0.282 deep approach − 0.065 surface approach + 0.063 strategic approach. Findings were discussed, implications of approaches to learning were made and some recommendations for future studies stated. Approaches to learning (dpeaa)DE-He213 Mathematics achievement (dpeaa)DE-He213 Surface approach (dpeaa)DE-He213 Deep approach (dpeaa)DE-He213 Strategic approach (dpeaa)DE-He213 Bazza, Mike Boni verfasserin aut Akinoso, Sabainah O. verfasserin aut Olaguro, Modiu verfasserin aut Fatade, Alfred O. verfasserin aut Arigbabu, Abayomi A. verfasserin aut Enthalten in SN social sciences Springer International Publishing, 2021 4(2024), 11 vom: 16. Okt. (DE-627)1735594415 (DE-600)3041782-X 2662-9283 nnns volume:4 year:2024 number:11 day:16 month:10 https://dx.doi.org/10.1007/s43545-024-00987-6 X:SPRINGER Resolving-System lizenzpflichtig Volltext SYSFLAG_0 GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_72 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2574 GBV_ILN_4012 GBV_ILN_4029 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4116 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4155 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4315 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 4 2024 11 16 10
spelling	10.1007/s43545-024-00987-6 doi (DE-627)SPR057826811 (SPR)s43545-024-00987-6-e DE-627 ger DE-627 rakwb eng Awofala, Adeneye O. A. verfasserin (orcid)0000-0003-0808-1784 aut Approaches to learning as determinants of senior secondary school students’ achievement in mathematics 2024 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Nature Switzerland AG 2024. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law. Abstract Relationships between approaches to learning and achievement in mathematics are well established in the foreign literature. However, studies on relationships between approaches to learning and achievement in mathematics in Nigerian mathematics education community are scarce. Thus, the goal of the present study is to showcase empirical evidence for a predictive association between approaches to learning and achievement in mathematics in Nigeria. The current study deploys a cross-sectional survey research design that includes 1260 senior secondary school year two students. Two valid and reliable instruments were used for data collection in the study. Two research questions were stated within the area of students’ learning approaches and answered using Pearson product moment correlation and step-wise regression analysis. The results showed that there was a significant relationship between approaches to learning and achievement in mathematics (r = 0.433, p < 0.05). Moreover, all associations were significant between deep approach (r = 0.673, p < 0.05), surface approach (r = −0.251, p < 0.05), strategic approach (r = 0.516, p < 0.05) and achievement in mathematics. The ANOVA regression analysis revealed a significant association between deep approach, surface approach, and strategic approach with achievement in mathematics (F(3, 1256) = 399.35, p = 0.000) and the three approaches to learning jointly contributed as much as 48.7% variance to achievement in mathematics. The deep approach recorded the greatest beta (β) value (0.549), trailed by strategic approach (β = 0.151), and the least was surface approach (β= −0.161). The equation of the regression analysis is depicted as: Achievement = −4.294 + 0.282 deep approach − 0.065 surface approach + 0.063 strategic approach. Findings were discussed, implications of approaches to learning were made and some recommendations for future studies stated. Approaches to learning (dpeaa)DE-He213 Mathematics achievement (dpeaa)DE-He213 Surface approach (dpeaa)DE-He213 Deep approach (dpeaa)DE-He213 Strategic approach (dpeaa)DE-He213 Bazza, Mike Boni verfasserin aut Akinoso, Sabainah O. verfasserin aut Olaguro, Modiu verfasserin aut Fatade, Alfred O. verfasserin aut Arigbabu, Abayomi A. verfasserin aut Enthalten in SN social sciences Springer International Publishing, 2021 4(2024), 11 vom: 16. Okt. (DE-627)1735594415 (DE-600)3041782-X 2662-9283 nnns volume:4 year:2024 number:11 day:16 month:10 https://dx.doi.org/10.1007/s43545-024-00987-6 X:SPRINGER Resolving-System lizenzpflichtig Volltext SYSFLAG_0 GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_72 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2574 GBV_ILN_4012 GBV_ILN_4029 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4116 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4155 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4315 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 4 2024 11 16 10
allfields_unstemmed	10.1007/s43545-024-00987-6 doi (DE-627)SPR057826811 (SPR)s43545-024-00987-6-e DE-627 ger DE-627 rakwb eng Awofala, Adeneye O. A. verfasserin (orcid)0000-0003-0808-1784 aut Approaches to learning as determinants of senior secondary school students’ achievement in mathematics 2024 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Nature Switzerland AG 2024. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law. Abstract Relationships between approaches to learning and achievement in mathematics are well established in the foreign literature. However, studies on relationships between approaches to learning and achievement in mathematics in Nigerian mathematics education community are scarce. Thus, the goal of the present study is to showcase empirical evidence for a predictive association between approaches to learning and achievement in mathematics in Nigeria. The current study deploys a cross-sectional survey research design that includes 1260 senior secondary school year two students. Two valid and reliable instruments were used for data collection in the study. Two research questions were stated within the area of students’ learning approaches and answered using Pearson product moment correlation and step-wise regression analysis. The results showed that there was a significant relationship between approaches to learning and achievement in mathematics (r = 0.433, p < 0.05). Moreover, all associations were significant between deep approach (r = 0.673, p < 0.05), surface approach (r = −0.251, p < 0.05), strategic approach (r = 0.516, p < 0.05) and achievement in mathematics. The ANOVA regression analysis revealed a significant association between deep approach, surface approach, and strategic approach with achievement in mathematics (F(3, 1256) = 399.35, p = 0.000) and the three approaches to learning jointly contributed as much as 48.7% variance to achievement in mathematics. The deep approach recorded the greatest beta (β) value (0.549), trailed by strategic approach (β = 0.151), and the least was surface approach (β= −0.161). The equation of the regression analysis is depicted as: Achievement = −4.294 + 0.282 deep approach − 0.065 surface approach + 0.063 strategic approach. Findings were discussed, implications of approaches to learning were made and some recommendations for future studies stated. Approaches to learning (dpeaa)DE-He213 Mathematics achievement (dpeaa)DE-He213 Surface approach (dpeaa)DE-He213 Deep approach (dpeaa)DE-He213 Strategic approach (dpeaa)DE-He213 Bazza, Mike Boni verfasserin aut Akinoso, Sabainah O. verfasserin aut Olaguro, Modiu verfasserin aut Fatade, Alfred O. verfasserin aut Arigbabu, Abayomi A. verfasserin aut Enthalten in SN social sciences Springer International Publishing, 2021 4(2024), 11 vom: 16. Okt. (DE-627)1735594415 (DE-600)3041782-X 2662-9283 nnns volume:4 year:2024 number:11 day:16 month:10 https://dx.doi.org/10.1007/s43545-024-00987-6 X:SPRINGER Resolving-System lizenzpflichtig Volltext SYSFLAG_0 GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_72 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2574 GBV_ILN_4012 GBV_ILN_4029 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4116 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4155 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4315 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 4 2024 11 16 10
allfieldsGer	10.1007/s43545-024-00987-6 doi (DE-627)SPR057826811 (SPR)s43545-024-00987-6-e DE-627 ger DE-627 rakwb eng Awofala, Adeneye O. A. verfasserin (orcid)0000-0003-0808-1784 aut Approaches to learning as determinants of senior secondary school students’ achievement in mathematics 2024 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Nature Switzerland AG 2024. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law. Abstract Relationships between approaches to learning and achievement in mathematics are well established in the foreign literature. However, studies on relationships between approaches to learning and achievement in mathematics in Nigerian mathematics education community are scarce. Thus, the goal of the present study is to showcase empirical evidence for a predictive association between approaches to learning and achievement in mathematics in Nigeria. The current study deploys a cross-sectional survey research design that includes 1260 senior secondary school year two students. Two valid and reliable instruments were used for data collection in the study. Two research questions were stated within the area of students’ learning approaches and answered using Pearson product moment correlation and step-wise regression analysis. The results showed that there was a significant relationship between approaches to learning and achievement in mathematics (r = 0.433, p < 0.05). Moreover, all associations were significant between deep approach (r = 0.673, p < 0.05), surface approach (r = −0.251, p < 0.05), strategic approach (r = 0.516, p < 0.05) and achievement in mathematics. The ANOVA regression analysis revealed a significant association between deep approach, surface approach, and strategic approach with achievement in mathematics (F(3, 1256) = 399.35, p = 0.000) and the three approaches to learning jointly contributed as much as 48.7% variance to achievement in mathematics. The deep approach recorded the greatest beta (β) value (0.549), trailed by strategic approach (β = 0.151), and the least was surface approach (β= −0.161). The equation of the regression analysis is depicted as: Achievement = −4.294 + 0.282 deep approach − 0.065 surface approach + 0.063 strategic approach. Findings were discussed, implications of approaches to learning were made and some recommendations for future studies stated. Approaches to learning (dpeaa)DE-He213 Mathematics achievement (dpeaa)DE-He213 Surface approach (dpeaa)DE-He213 Deep approach (dpeaa)DE-He213 Strategic approach (dpeaa)DE-He213 Bazza, Mike Boni verfasserin aut Akinoso, Sabainah O. verfasserin aut Olaguro, Modiu verfasserin aut Fatade, Alfred O. verfasserin aut Arigbabu, Abayomi A. verfasserin aut Enthalten in SN social sciences Springer International Publishing, 2021 4(2024), 11 vom: 16. Okt. (DE-627)1735594415 (DE-600)3041782-X 2662-9283 nnns volume:4 year:2024 number:11 day:16 month:10 https://dx.doi.org/10.1007/s43545-024-00987-6 X:SPRINGER Resolving-System lizenzpflichtig Volltext SYSFLAG_0 GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_72 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2574 GBV_ILN_4012 GBV_ILN_4029 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4116 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4155 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4315 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 4 2024 11 16 10
allfieldsSound	10.1007/s43545-024-00987-6 doi (DE-627)SPR057826811 (SPR)s43545-024-00987-6-e DE-627 ger DE-627 rakwb eng Awofala, Adeneye O. A. verfasserin (orcid)0000-0003-0808-1784 aut Approaches to learning as determinants of senior secondary school students’ achievement in mathematics 2024 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Nature Switzerland AG 2024. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law. Abstract Relationships between approaches to learning and achievement in mathematics are well established in the foreign literature. However, studies on relationships between approaches to learning and achievement in mathematics in Nigerian mathematics education community are scarce. Thus, the goal of the present study is to showcase empirical evidence for a predictive association between approaches to learning and achievement in mathematics in Nigeria. The current study deploys a cross-sectional survey research design that includes 1260 senior secondary school year two students. Two valid and reliable instruments were used for data collection in the study. Two research questions were stated within the area of students’ learning approaches and answered using Pearson product moment correlation and step-wise regression analysis. The results showed that there was a significant relationship between approaches to learning and achievement in mathematics (r = 0.433, p < 0.05). Moreover, all associations were significant between deep approach (r = 0.673, p < 0.05), surface approach (r = −0.251, p < 0.05), strategic approach (r = 0.516, p < 0.05) and achievement in mathematics. The ANOVA regression analysis revealed a significant association between deep approach, surface approach, and strategic approach with achievement in mathematics (F(3, 1256) = 399.35, p = 0.000) and the three approaches to learning jointly contributed as much as 48.7% variance to achievement in mathematics. The deep approach recorded the greatest beta (β) value (0.549), trailed by strategic approach (β = 0.151), and the least was surface approach (β= −0.161). The equation of the regression analysis is depicted as: Achievement = −4.294 + 0.282 deep approach − 0.065 surface approach + 0.063 strategic approach. Findings were discussed, implications of approaches to learning were made and some recommendations for future studies stated. Approaches to learning (dpeaa)DE-He213 Mathematics achievement (dpeaa)DE-He213 Surface approach (dpeaa)DE-He213 Deep approach (dpeaa)DE-He213 Strategic approach (dpeaa)DE-He213 Bazza, Mike Boni verfasserin aut Akinoso, Sabainah O. verfasserin aut Olaguro, Modiu verfasserin aut Fatade, Alfred O. verfasserin aut Arigbabu, Abayomi A. verfasserin aut Enthalten in SN social sciences Springer International Publishing, 2021 4(2024), 11 vom: 16. Okt. (DE-627)1735594415 (DE-600)3041782-X 2662-9283 nnns volume:4 year:2024 number:11 day:16 month:10 https://dx.doi.org/10.1007/s43545-024-00987-6 X:SPRINGER Resolving-System lizenzpflichtig Volltext SYSFLAG_0 GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_72 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2574 GBV_ILN_4012 GBV_ILN_4029 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4116 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4155 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4315 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 4 2024 11 16 10
language	English
source	Enthalten in SN social sciences 4(2024), 11 vom: 16. Okt. volume:4 year:2024 number:11 day:16 month:10
sourceStr	Enthalten in SN social sciences 4(2024), 11 vom: 16. Okt. volume:4 year:2024 number:11 day:16 month:10
format_phy_str_mv	Article
institution	findex.gbv.de
topic_facet	Approaches to learning Mathematics achievement Surface approach Deep approach Strategic approach
isfreeaccess_bool	false
container_title	SN social sciences
authorswithroles_txt_mv	Awofala, Adeneye O. A. @@aut@@ Bazza, Mike Boni @@aut@@ Akinoso, Sabainah O. @@aut@@ Olaguro, Modiu @@aut@@ Fatade, Alfred O. @@aut@@ Arigbabu, Abayomi A. @@aut@@
publishDateDaySort_date	2024-10-16T00:00:00Z
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fullrecord	<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000naa a22002652 4500</leader><controlfield tag="001">SPR057826811</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20241017064819.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">241017s2024 xx \|\|\|\|\|o 00\| \|\|eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1007/s43545-024-00987-6</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)SPR057826811</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(SPR)s43545-024-00987-6-e</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Awofala, Adeneye O. A.</subfield><subfield code="e">verfasserin</subfield><subfield code="0">(orcid)0000-0003-0808-1784</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Approaches to learning as determinants of senior secondary school students’ achievement in mathematics</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2024</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">© The Author(s), under exclusive licence to Springer Nature Switzerland AG 2024. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Abstract Relationships between approaches to learning and achievement in mathematics are well established in the foreign literature. However, studies on relationships between approaches to learning and achievement in mathematics in Nigerian mathematics education community are scarce. Thus, the goal of the present study is to showcase empirical evidence for a predictive association between approaches to learning and achievement in mathematics in Nigeria. The current study deploys a cross-sectional survey research design that includes 1260 senior secondary school year two students. Two valid and reliable instruments were used for data collection in the study. Two research questions were stated within the area of students’ learning approaches and answered using Pearson product moment correlation and step-wise regression analysis. The results showed that there was a significant relationship between approaches to learning and achievement in mathematics (r = 0.433, p < 0.05). Moreover, all associations were significant between deep approach (r = 0.673, p < 0.05), surface approach (r = −0.251, p < 0.05), strategic approach (r = 0.516, p < 0.05) and achievement in mathematics. The ANOVA regression analysis revealed a significant association between deep approach, surface approach, and strategic approach with achievement in mathematics (F(3, 1256) = 399.35, p = 0.000) and the three approaches to learning jointly contributed as much as 48.7% variance to achievement in mathematics. The deep approach recorded the greatest beta (β) value (0.549), trailed by strategic approach (β = 0.151), and the least was surface approach (β= −0.161). The equation of the regression analysis is depicted as: Achievement = −4.294 + 0.282 deep approach − 0.065 surface approach + 0.063 strategic approach. 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author	Awofala, Adeneye O. A.
spellingShingle	Awofala, Adeneye O. A. misc Approaches to learning misc Mathematics achievement misc Surface approach misc Deep approach misc Strategic approach Approaches to learning as determinants of senior secondary school students’ achievement in mathematics
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title_sort	approaches to learning as determinants of senior secondary school students’ achievement in mathematics
title_auth	Approaches to learning as determinants of senior secondary school students’ achievement in mathematics
abstract	Abstract Relationships between approaches to learning and achievement in mathematics are well established in the foreign literature. However, studies on relationships between approaches to learning and achievement in mathematics in Nigerian mathematics education community are scarce. Thus, the goal of the present study is to showcase empirical evidence for a predictive association between approaches to learning and achievement in mathematics in Nigeria. The current study deploys a cross-sectional survey research design that includes 1260 senior secondary school year two students. Two valid and reliable instruments were used for data collection in the study. Two research questions were stated within the area of students’ learning approaches and answered using Pearson product moment correlation and step-wise regression analysis. The results showed that there was a significant relationship between approaches to learning and achievement in mathematics (r = 0.433, p < 0.05). Moreover, all associations were significant between deep approach (r = 0.673, p < 0.05), surface approach (r = −0.251, p < 0.05), strategic approach (r = 0.516, p < 0.05) and achievement in mathematics. The ANOVA regression analysis revealed a significant association between deep approach, surface approach, and strategic approach with achievement in mathematics (F(3, 1256) = 399.35, p = 0.000) and the three approaches to learning jointly contributed as much as 48.7% variance to achievement in mathematics. The deep approach recorded the greatest beta (β) value (0.549), trailed by strategic approach (β = 0.151), and the least was surface approach (β= −0.161). The equation of the regression analysis is depicted as: Achievement = −4.294 + 0.282 deep approach − 0.065 surface approach + 0.063 strategic approach. Findings were discussed, implications of approaches to learning were made and some recommendations for future studies stated. © The Author(s), under exclusive licence to Springer Nature Switzerland AG 2024. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.
abstractGer	Abstract Relationships between approaches to learning and achievement in mathematics are well established in the foreign literature. However, studies on relationships between approaches to learning and achievement in mathematics in Nigerian mathematics education community are scarce. Thus, the goal of the present study is to showcase empirical evidence for a predictive association between approaches to learning and achievement in mathematics in Nigeria. The current study deploys a cross-sectional survey research design that includes 1260 senior secondary school year two students. Two valid and reliable instruments were used for data collection in the study. Two research questions were stated within the area of students’ learning approaches and answered using Pearson product moment correlation and step-wise regression analysis. The results showed that there was a significant relationship between approaches to learning and achievement in mathematics (r = 0.433, p < 0.05). Moreover, all associations were significant between deep approach (r = 0.673, p < 0.05), surface approach (r = −0.251, p < 0.05), strategic approach (r = 0.516, p < 0.05) and achievement in mathematics. The ANOVA regression analysis revealed a significant association between deep approach, surface approach, and strategic approach with achievement in mathematics (F(3, 1256) = 399.35, p = 0.000) and the three approaches to learning jointly contributed as much as 48.7% variance to achievement in mathematics. The deep approach recorded the greatest beta (β) value (0.549), trailed by strategic approach (β = 0.151), and the least was surface approach (β= −0.161). The equation of the regression analysis is depicted as: Achievement = −4.294 + 0.282 deep approach − 0.065 surface approach + 0.063 strategic approach. Findings were discussed, implications of approaches to learning were made and some recommendations for future studies stated. © The Author(s), under exclusive licence to Springer Nature Switzerland AG 2024. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.
abstract_unstemmed	Abstract Relationships between approaches to learning and achievement in mathematics are well established in the foreign literature. However, studies on relationships between approaches to learning and achievement in mathematics in Nigerian mathematics education community are scarce. Thus, the goal of the present study is to showcase empirical evidence for a predictive association between approaches to learning and achievement in mathematics in Nigeria. The current study deploys a cross-sectional survey research design that includes 1260 senior secondary school year two students. Two valid and reliable instruments were used for data collection in the study. Two research questions were stated within the area of students’ learning approaches and answered using Pearson product moment correlation and step-wise regression analysis. The results showed that there was a significant relationship between approaches to learning and achievement in mathematics (r = 0.433, p < 0.05). Moreover, all associations were significant between deep approach (r = 0.673, p < 0.05), surface approach (r = −0.251, p < 0.05), strategic approach (r = 0.516, p < 0.05) and achievement in mathematics. The ANOVA regression analysis revealed a significant association between deep approach, surface approach, and strategic approach with achievement in mathematics (F(3, 1256) = 399.35, p = 0.000) and the three approaches to learning jointly contributed as much as 48.7% variance to achievement in mathematics. The deep approach recorded the greatest beta (β) value (0.549), trailed by strategic approach (β = 0.151), and the least was surface approach (β= −0.161). The equation of the regression analysis is depicted as: Achievement = −4.294 + 0.282 deep approach − 0.065 surface approach + 0.063 strategic approach. Findings were discussed, implications of approaches to learning were made and some recommendations for future studies stated. © The Author(s), under exclusive licence to Springer Nature Switzerland AG 2024. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.
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container_issue	11
title_short	Approaches to learning as determinants of senior secondary school students’ achievement in mathematics
url	https://dx.doi.org/10.1007/s43545-024-00987-6
remote_bool	true
author2	Bazza, Mike Boni Akinoso, Sabainah O. Olaguro, Modiu Fatade, Alfred O. Arigbabu, Abayomi A.
author2Str	Bazza, Mike Boni Akinoso, Sabainah O. Olaguro, Modiu Fatade, Alfred O. Arigbabu, Abayomi A.
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doi_str	10.1007/s43545-024-00987-6
up_date	2024-10-17T04:51:00.391Z
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Approaches to learning as determinants of senior secondary school students’ achievement in mathematics

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