Impact of the Assessment of Tenth-Formers’ Achievements in Mathematics on Learning Motivation
The enhancement of the attractiveness of the subject of mathematics has currently become a topical problem of education policy. The conducted secondary analysis of the data of national survey (2008) has shown that learners take interest in mathematics, are motivated to learn mathematics and believe that mathematics contributes to learning other subjects, as it is related to their everyday life and prospective professional career.
The secondary comparative analysis of the data of national survey (2006 and 2008) reveals that the assessment of tenth-formers’ achievements (the teacher’s attitude towards learners’ achievements and success) affect learning motivation. Statistically significant correlation coefficient shows that learners appreciate receiving fair assessment, and they understand how to accomplish tasks in order to receive good evaluation from the teacher; the teacher praises learners for their achievements and helps when they experience some difficulties. Hence, the willingness of learners to study mathematics is determined by both the assessment of achievements and mutual understanding of teachers and learners.
Having conducted secondary data analysis of 2008 survey on the learners’ inclination to learn mathematics and the teacher’s influence in enhancing learning motivation, it appears that the strongest statistical correlation is between the activities related to teachers’ professional readiness – the teacher should be able to raise learners’ interest in the taught subject; is able to explain difficult things; encourages to participate in mathematical competitions and Olympiads. The strongest correlation defines the teacher’s professional competency (excellent knowledge of the subject and ability to explain difficult things).