The purpose of this study was to examine mathematics achievement of high school senior students in the Dominican Republic. The data (N = 1082) were collected in a national evaluation project on the learning of high school mathematics. Multiple regression analyses were used to explain the relationship of mathematics achievement to characteristics of student, family, school and region. Sets of independent variables were used and their causal priority in explaining mathematics achievement was determined by putting child-centered learning into a sociologically specified context. The main findings were: (a) among the significant predictors of mathematics achievement, student characteristic, school type and geographical region were the most important, while attitude toward mathematics and father's educational level were the least important; (b) student age, mother's educational level and career aspiration had no significant effects on mathematics achievement; (c) student characteristics were still most responsible for mathematics achievement in the hierarchical sociological context of family, school and region.
|Number of pages||9|
|Journal||International Journal of Educational Development|
|State||Published - Jul 1997|
ASJC Scopus subject areas
- Sociology and Political Science