A Study On The Relationship Between Secondary School Students’ Mathematics Pre-reading Ability And Their Academic Performance In Mathematics

As the saying goes,"A good scholar is a good teacher who is able to multiply his work".For secondary school students,pre-study is the first important part of the whole learning process,and the pre-study stage has the role of carrying forward the new knowledge to be learned and the existing knowledge on it,which is very important to improve students’ learning performance.Therefore,it is especially urgent to study the current situation of secondary school students’ mathematics pre-reading ability and the relationship between secondary school students’ mathematics pre-reading ability and their academic performance in mathematics.The purpose of this paper is to investigate the relationship between secondary school students’ mathematics pre-reading ability and their academic achievement in mathematics,and to analyze the valid data of questionnaires combined with the results of teachers’ interviews through a combination of qualitative and quantitative research,in order to provide reference suggestions for improving secondary school students’ academic achievement in mathematics through improving their pre-reading ability.Specifically,first,a pre-survey study was conducted on 350 secondary school students in Guilin City,Guangxi to verify the reliability of the pre-survey scale;second,a formal survey was conducted on 570 secondary school students in Guilin City,Guangxi using the questionnaire method to understand the overall level of secondary school students’ mathematics pre-reading ability and the relationship between secondary school students’ mathematics pre-reading ability and their academic achievement in mathematics;third,an interview method was used to 3 front-line mathematics teachers in Guilin City,Guangxi as the respondents to further understand the current situation of secondary school students’ mathematics pre-reading ability and the mechanism of the influence of secondary school students’ mathematics pre-reading ability on their academic achievement in mathematics,as well as to understand the secondary school mathematics teachers’ instructional measures and evaluation tools for secondary school students’ mathematics pre-reading.The following conclusions were obtained.The results of the study indicate that（1）the overall level of secondary school students’ mathematics pre-reading ability is moderately high,i.e.,secondary school students’ mathematics pre-reading ability remains high in general.（2）There were significant differences in secondary school students’ mathematics pre-reading ability in terms of whether they were class leaders or not,and whether their class teachers were mathematics teachers or not,and the mathematics pre-reading ability of secondary school students who were class leaders and those whose class teachers were mathematics teachers was significantly better than that of secondary school students who were not class leaders and those whose class teachers were not mathematics teachers.There were no significant differences in secondary school students’ mathematics pre-reading ability in terms of gender,family location,and whether they were only children.（3）There were significant differences in the mathematics pre-reading ability of secondary school students with different levels of academic achievement in mathematics,and the secondary school students who were the best academic achievers in mathematics always had the highest mean values of mathematics pre-reading ability and items of each dimension.（4）Secondary school students’ mathematics pre-reading ability and all dimensions of mathematics pre-reading ability were significantly and positively correlated with their academic performance in mathematics.（5）Secondary school students’ mathematics pre-reading ability as well as all dimensions of mathematics pre-reading ability positively affected academic achievement in mathematics.In order to promote the development and innovation of research on secondary school students’ mathematics pre-reading ability,future research can be conducted from the following perspectives:（1）continue to apply educational observation research,educational experimental research,and educational action research to further investigate the relationship between secondary school students’ mathematics pre-reading ability and mathematics academic achievement;（2）use a variety of research methods to explore the mechanisms of other variables that mediate the relationship between mathematics pre-reading ability and mathematics academic achievement;（3）deepen the research content and expand the scope of the study.a comparative study of secondary school students’ mathematics pre-reading ability and academic achievement in the Pearl River Delta region and the western region.