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The study was conducted to clarify the fact that the effect of attitudes towards school mathematics on mathematical achievement in the classrooms was larger in a group of low intelligence students than in a group of high intelligence students, using the technique of the analysis of covariance. In the study we interpreted the effect as the coefficient of regression of summative test scores on attitudinal scores. The study involved eighth grade students attending three junior high schools in Japan. For the three schools, we obtained the expected inequalities: the regression coefficient of the low intelligence group (> that of the middle intelligence group) > that of the high intelligence group, almost all of which were statistically significant. 相似文献
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Saburoh Minato 《Educational Studies in Mathematics》1983,14(1):19-38
In this study, I report some attitudinal data on eighth grade students of a lower secondary school from administration of the MSD, which is the only SD type mathematical attitudinal instrument developed in Japan. The data reported are the results of item analysis, reliability coefficients, factor analytic results, correlation between attitudes and achievement, and some sex-related difference statistics. 相似文献
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