An examination of the pupil, classroom and school characteristics influencing the progress outcomes of young Maltese pupils for mathematics

摘要

The current study examines the pupil, classroom and school level characteristics thatudinfluence the attainment and the progress outcomes of young Maltese pupils forudmathematics. A sample of 1,628 Maltese pupils were tested at age 5 (Year 1) and atudage 6 (Year 2) on the National Foundation for Educational Research Maths 5 andudMaths 6 tests. Associated with the matched sample of pupils are 89 Year 2 teachersudand 37 primary school head teachers. Various instruments were administered to collateuddata about the pupil, the classroom and the school level characteristics likely to explainuddifferences in pupil attainment (age 6) and pupil progress. The administeredudinstruments include: the Mathematics Enhancement Classroom Observation Recordud(MECORS), a parent/guardian questionnaire, a teacher questionnaire, a head teacherudquestionnaire and a field note sheet.udResults from multilevel analyses reveal that the prior attainment of pupils (age 5), pupiludability, learning support, curriculum coverage, teacher beliefs, teacher behaviours andudhead teacher age are predictors of pupil attainment (age 6) and/or pupil progress.udResidual scores from multilevel analyses also reveal that primary schools in Malta areuddifferentially effective. Of the 37 participating schools, eight are effective, 22 areudaverage and seven are ineffective for mathematics. Also, in eight schools, withinschooludvariations in teaching quality, amongst teachers in Year 2 classrooms, were alsoudelicited. Illustrations of practice in six differentially effective schools compared andudcontrasted the strategies implemented by Maltese primary school head teachers andudYear 2 teachers. A discussion of the main findings as well as recommendations forudfuture studies and the development of local educational policy conclude the currentudstudy.