Exploration of the linear and nonlinear relationships between learning strategies and mathematics achievement in South Korea using the nominal response model : PISA 2012

Author:

Kim JiyounORCID,Chen Chia-WenORCID,Wu Yi-JhenORCID

Abstract

AbstractLearning strategies have been recognized as important predictors of mathematical achievement. In recent studies, it has been found that Asian students use combined learning strategies, primarily including metacognitive strategies, rather than rote memorization. To the best of the authors’ knowledge, there is only one prior study including South Korea in investigations of the relationship between learning strategies and mathematics achievement in PISA 2012. In that study, students were classified into groups using specific learning strategies, and their mathematics achievements were compared. There are two research gaps: (1) previous studies insufficiently explored how students use learning strategies in the South Korean education system, and (2) there is little research applying the nominal response model (NRM) to explore the association between learning strategy use and mathematics achievement in PISA 2012. Thus, the present study explores to what extent the NRM fits the data compared to the generalized partial credit model (GPCM). We created a learning strategy score from the NRM for South Korean students in PISA 2012 (N = 3,310). Then, using correlation analysis and quadratic regression analysis, we identified linear and nonlinear relations between learning strategy scores from the NRM and mathematics achievement. The findings indicated that (1) NRM was a better fit for creating learning strategy scores than GPCM, (2) the average correlation coefficient between the learning strategy score and mathematics achievement was 0.18 (p < .05), and (3) for the curvilinear relationship between the learning strategy score and mathematics achievement, the standardized quadratic coefficient was − 0.090 (p < .001). Overall, the NRM represents an appropriate model for explaining the relationship between learning strategy and mathematical achievement. Additionally, high-performing South Korean students tend to primarily use metacognitive strategies with memorization. The negative quadratic coefficient captured the limited effect of the primary use of metacognitive strategies with memorization. The implications for the South Korean education system are discussed.

Publisher

Springer Science and Business Media LLC

Cited by 1 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

1. Revisiting the Role of Private Tutoring on Student Outcomes in East Asian Countries;Advances in Educational Technologies and Instructional Design;2024-06-14

同舟云学术

1.学者识别学者识别

2.学术分析学术分析

3.人才评估人才评估

"同舟云学术"是以全球学者为主线,采集、加工和组织学术论文而形成的新型学术文献查询和分析系统,可以对全球学者进行文献检索和人才价值评估。用户可以通过关注某些学科领域的顶尖人物而持续追踪该领域的学科进展和研究前沿。经过近期的数据扩容,当前同舟云学术共收录了国内外主流学术期刊6万余种,收集的期刊论文及会议论文总量共计约1.5亿篇,并以每天添加12000余篇中外论文的速度递增。我们也可以为用户提供个性化、定制化的学者数据。欢迎来电咨询!咨询电话:010-8811{复制后删除}0370

www.globalauthorid.com

TOP

Copyright © 2019-2024 北京同舟云网络信息技术有限公司
京公网安备11010802033243号  京ICP备18003416号-3