Title

The Relationship Between Student Achievement, Student Attitude, and Student Perception of Teacher Effectiveness and the Use of Journals As a Learning Tool In Mathematics

Date of Award

1993

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Curriculum, Instruction, and Special Education

First Advisor

Bobby D. Moore

Advisor Department

Curriculum, Instruction, and Special Education

Abstract

The relationship between student achievement, student attitude, and student perception of teacher effectiveness and the use of journals as a learning tool in mathematics was determined in this study. There were five hundred forty-two students included in the study. The intact classes of third, fourth, and fifth grade students were randomly assigned to the treatment and control groups. The treatment group used journals as part of the daily mathematics instruction while the control group did not for a period of four months. The results indicated that there were no significant differences between the groups in student achievement or student attitude when the variables of gender, race, socioeconomic status, and grade level were held constant. There was a significant difference between the groups in student perception of teacher effectiveness only while controlling for the demographic variables mentioned above. Students perceive that they have a greater opportunity to learn and perceive that their teachers are more effective when journal writing is used as a tool for learning mathematics.