# A Discriminant Analysis of High and Low Mathematics Learning Achievements in Prathomsueksa 4 Students under the Si Sa Ket Offce of Educational Services Area Zone 3

## Main Article Content

## Abstract

Mathematics was an important subject contributing to country development

because mathematics was a fundamental knowledge of sciences, industrial technology

even being a background for all studies and researches. Nowadays, it was found that

the problem of low scores in mathematics testing conducted by the Bureau of Education

Testing were lower than the expectancy. Thus the conceptual idea of this research

was about factor inﬂuencing the mathematics learning achievements. This research

aimed to study discriminant factors of students having high and low mathematics

learning achievements and analyze discriminant factors related to high and low mathematics

learning achievements in Prathomsueksa 4 students under the Si Sa Ket Offce of

Educational Services Area Zone 3. Samples were 400 Prathomsueksa 4 students, under

the Si Sa Ket Offce of Educational Services Area Zone 3, who were studying in the

2nd semester of the academic year 2009, retrieved from the stratifed random sampling

technique. The students were discriminated into high and low mathematics learning

achievements by using the mathematics learning achievement test created by the

researcher. The students who having high mathematics learning achievement meant

the students whose scores were ranked at 75 percentile (P

75

) ; they were 201 students.

The students who having low mathematics learning achievement meant the students

whose scores were ranked at 25 percentile (P

25

), they were 199 students. Research

instruments were 1) two tests, consisting of a mathematics learning achievement test

for Prathomsueksa 4 comprising of 35 items having a diffculty (P) ranged from .44

to .73 with discriminating power (r) ranging from .21 to .72 and an overall reliability of .91

and a mathematics scholastics aptitude test consisting of 36 items with diffculty devices

(P) ranged from .44 to .74 having discriminating power (r) ranging from .21 to .63 and an

overall reliability of .82. 2) a 15-item aptitude toward mathematics measurement having

discriminating power (r

xy

) ranging from .27 to .68 with statistical signifcance of .01 and an

overall reliability of .77. 3) a questionnaire which was divided into 5 aspects ; namely,

relationship in the family, parental support, mathematics learning behavior, mathematics

teaching behavior and classroom environment, 10 items in each aspect and 50 items in

total ; it had discriminating power (r

xy

) ranging from .29 to .68 with statistical signifcance of

0.01 and an overall reliability of .76. Statistics used in data analysis were percentage, mean,

S.D., t-test and Wilks’s Lambda’s stepwise method was employed in discriminant analysis.

The research results were as follows :

1. Discriminant factors having the highest positive relation with statistical signifcance

of .01 were mathematics teaching behavior and classroom environment with the coeffcient

correlation of .572.

2. The students who had high and low mathematics learning achievement

showed mathematics scholastics aptitudes, attitudes toward mathematics and classroom

environment differently with statistical signifcance of .01.

3. There were two factors with discriminating power between high and low

mathematics learning achievement students; namely, mathematics scholastics aptitudes

and attitudes toward mathematics. These two factors could discriminate between

high and low mathematics learning achievement students accurately at 89.3 percentile

which having statistical signifcance of .01.

The prediction equation in raw scores

Y/ = -6.265 + .205 (IQ) + .057 (ATT)

The prediction equation in standard scores

Z/

Y

= .928 (IQ) + .437 (ATT)

In conclusion, the research fndings could be applied as a guideline in teaching

and learning construction in order to create pleasant attitudes toward mathematics in

students and be a part of learning development to encourage higher scholastics aptitude

which would contribute to higher learning achievement.

## Article Details

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