The Relationship between Socioeconomic Status Composite and A Student’s Mathematics Identity from the High School Longitudinal Study data set Student Name Institution

 

 

 

 

 

 

 

 

 

The Relationship between Socioeconomic Status Composite and A Student’s Mathematics Identity from the High School Longitudinal Study data set

 

Student Name

Institution

 

 

 

 

 

 

 

 

 

 

 

This paper seeks to establish the relationship between socioeconomic status composite and a student’s Mathematics identity from High School Longitudinal Study data set. The research question is whether high-school students from lower socioeconomic backgrounds are more likely to have high Mathematics identity scores compared to students from high socioeconomic backgrounds.

Null Hypothesis: High-school students from low socioeconomic backgrounds are more likely to have high Mathematics identity scores compared to students from high socioeconomic backgrounds. The T1 socio-economic status composite variable is the independent variable and is measured on an interval scale, while the T1 Scale of Student’s Mathematics identity is the dependent variable, and is measured on an interval scale.

To determine the relationship between the T1 socio-economic status composite and the T1 Scale of Student’s Mathematics identity, a Pearson correlation was conducted, and it  showed a weak positive correlation between T1 socio-economic status composite and T1 Scale of Student’s Mathematics identity, which was statistically significant, r(21157) = .139, p < .000.

A bivariate linear regression analysis was also used to test if the T1 socio-economic status composite significantly predicted the T1 Scale of Student’s Mathematics identity. A significant regression equation was found (F(1,21157) = 417.47, p <.000), with an R2 of 0.019.  The students’ predicted Mathematics identity scores are .028 + .179 (Socio-economic status composite). The students’ predicted Mathematics identity scores increased .179 for every unit increase in the socio-economic status composite. This model explains 1.9% of the variance.

These findings imply that indeed there exist performance gaps, which are partially determined by the socio-economic status of the students. For instance, the values and beliefs assigned to the subject affect the attitudes of the students and teachers, thus influencing the socially reconstructed Mathematics identity (Fox & Larke, 2015).  Therefore, in addressing the issue of academic achievement among students from different socio-economic backgrounds, it is important to analyze achievement different as they relate to social and economic conditions of the students.

References

Fox, B. L., & Larke, P. J. (2015). Socioeconomic Status and Mathematics: A Critical Examination of Mathematics Performance in Grades Three through Eight by Mathematical Objective. MLET: The Journal of Middle Level Education in Texas1(1), 1.

Appendices

Appendix 1

Table 1: Pearson’s Correlation Results

Correlations
    T1 Socio-economic status composite T1 Scale of student’s mathematics identity
T1 Socio-economic status composite Pearson Correlation 1 .139**
Sig. (2-tailed)   .000
N 21444 21159
T1 Scale of student’s mathematics identity Pearson Correlation .139** 1
Sig. (2-tailed) .000  
N 21159 21159
**. Correlation is significant at the 0.01 level (2-tailed).  

 

Appendix 2: Bivariate Linear Regression Results

 

Table 2: Model Summary

Model Summaryb
Model R R Square Adjusted R Square Std. Error of the Estimate
1 .139a .019 .019 .99402
a. Predictors: (Constant), T1 Socio-economic status composite
b. Dependent Variable: T1 Scale of student’s Mathematics identity

 

Table 3: F-Statistic

ANOVAb
Model Sum of Squares df Mean Square F Sig.
1 Regression 412.489 1 412.489 417.469 .000a
Residual 20904.612 21157 .988    
Total 21317.101 21158      
a. Predictors: (Constant), T1 Socio-economic status composite  
b. Dependent Variable: T1 Scale of student’s Mathematics identity  

 

Table 4: Model Coefficients

Coefficientsa
Model Unstandardized Coefficients Standardized Coefficients t Sig. 95% Confidence Interval for B
B Std. Error Beta Lower Bound Upper Bound
1 (Constant) .028 .007   4.061 .000 .014 .041
T1 Socio-economic status composite .179 .009 .139 20.432 .000 .162 .196
a. Dependent Variable: T1 Scale of student’s Mathematics identity        

 

 

 

 

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