The prime aim of this paper is to identify the degree of relationship between Mastery Goal Orientation, and Achievement in Mathematics of Indian School Students. The study was designed in correlational design. Sampling procedure was multistage cluster technique. 204 ninth graders were selectedas sample of the study. Mastery Goal Orientation scale was used to collect data; and Achievement score in mathematics was taken from the school records, which was mathematically treated to obtain standard score. The study shows that there is a positive significant relationship between Mastery Goal Orientation, and Achievement in Mathematics. Results show that an increase level of Mastery Goal Orientation will lead to increase in the level of Achievement in Mathematics. The adolescents must learn to do things by themselves- fixing target, working on the same, analyzing the impact, etc. A working model for adolescent can be suggested which can be an effective mechanism to help them set goals and related task orientation. Teachers can also design such strategies employing their own apt strategies. Goals can be asked and detailed out in the classroom, and at home along with the required efforts and hard work.
| Published in | International Journal of Secondary Education (Volume 7, Issue 1) |
| DOI | 10.11648/j.ijsedu.20190701.11 |
| Page(s) | 1-5 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2019. Published by Science Publishing Group |
Mastery Goal Orientation, Achievement in Mathematics, Secondary School Students, Performance Orientation, Classroom Learning
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APA Style
Babu M. Sameer, S. Selvamari. (2019). Relationship Between Mastery Goal Orientation and Achievement in Mathematics of Indian School Students Using Karl Pearson’s Parametric Correlation. International Journal of Secondary Education, 7(1), 1-5. https://doi.org/10.11648/j.ijsedu.20190701.11
ACS Style
Babu M. Sameer; S. Selvamari. Relationship Between Mastery Goal Orientation and Achievement in Mathematics of Indian School Students Using Karl Pearson’s Parametric Correlation. Int. J. Second. Educ. 2019, 7(1), 1-5. doi: 10.11648/j.ijsedu.20190701.11
AMA Style
Babu M. Sameer, S. Selvamari. Relationship Between Mastery Goal Orientation and Achievement in Mathematics of Indian School Students Using Karl Pearson’s Parametric Correlation. Int J Second Educ. 2019;7(1):1-5. doi: 10.11648/j.ijsedu.20190701.11
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Download@article{10.11648/j.ijsedu.20190701.11,
author = {Babu M. Sameer and S. Selvamari},
title = {Relationship Between Mastery Goal Orientation and Achievement in Mathematics of Indian School Students Using Karl Pearson’s Parametric Correlation},
journal = {International Journal of Secondary Education},
volume = {7},
number = {1},
pages = {1-5},
doi = {10.11648/j.ijsedu.20190701.11},
url = {https://doi.org/10.11648/j.ijsedu.20190701.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20190701.11},
abstract = {The prime aim of this paper is to identify the degree of relationship between Mastery Goal Orientation, and Achievement in Mathematics of Indian School Students. The study was designed in correlational design. Sampling procedure was multistage cluster technique. 204 ninth graders were selectedas sample of the study. Mastery Goal Orientation scale was used to collect data; and Achievement score in mathematics was taken from the school records, which was mathematically treated to obtain standard score. The study shows that there is a positive significant relationship between Mastery Goal Orientation, and Achievement in Mathematics. Results show that an increase level of Mastery Goal Orientation will lead to increase in the level of Achievement in Mathematics. The adolescents must learn to do things by themselves- fixing target, working on the same, analyzing the impact, etc. A working model for adolescent can be suggested which can be an effective mechanism to help them set goals and related task orientation. Teachers can also design such strategies employing their own apt strategies. Goals can be asked and detailed out in the classroom, and at home along with the required efforts and hard work.},
year = {2019}
}
TY - JOUR T1 - Relationship Between Mastery Goal Orientation and Achievement in Mathematics of Indian School Students Using Karl Pearson’s Parametric Correlation AU - Babu M. Sameer AU - S. Selvamari Y1 - 2019/02/25 PY - 2019 N1 - https://doi.org/10.11648/j.ijsedu.20190701.11 DO - 10.11648/j.ijsedu.20190701.11 T2 - International Journal of Secondary Education JF - International Journal of Secondary Education JO - International Journal of Secondary Education SP - 1 EP - 5 PB - Science Publishing Group SN - 2376-7472 UR - https://doi.org/10.11648/j.ijsedu.20190701.11 AB - The prime aim of this paper is to identify the degree of relationship between Mastery Goal Orientation, and Achievement in Mathematics of Indian School Students. The study was designed in correlational design. Sampling procedure was multistage cluster technique. 204 ninth graders were selectedas sample of the study. Mastery Goal Orientation scale was used to collect data; and Achievement score in mathematics was taken from the school records, which was mathematically treated to obtain standard score. The study shows that there is a positive significant relationship between Mastery Goal Orientation, and Achievement in Mathematics. Results show that an increase level of Mastery Goal Orientation will lead to increase in the level of Achievement in Mathematics. The adolescents must learn to do things by themselves- fixing target, working on the same, analyzing the impact, etc. A working model for adolescent can be suggested which can be an effective mechanism to help them set goals and related task orientation. Teachers can also design such strategies employing their own apt strategies. Goals can be asked and detailed out in the classroom, and at home along with the required efforts and hard work. VL - 7 IS - 1 ER -
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