Research On The Current Situation And Relationship Between High School Students’ Mathematics Learning Engagement And Mathematics Academic Performance Ability

Under the backdrop of the new curriculum reform of basic education,the research on middle school students’ mathematics learning investment is the focal point of current education research.The mathematics academic performance ability of students is the basic accomplishment to realize their all-round development in the compulsory education stage,and is the important foundation for students’ future development.This study emphasizes on the current situation and relationship of math learning involvement and math academic performance ability.In the light of reference to previous studies,the "Questionnaire on Mathematical Learning Engagement of Junior Middle School Students" and "Questionnaire on Mathematical Academic Performance of Junior Middle School Students" were prepared.In this study,600 junior high school students(546 of them valid)from Xining,Qinghai Province were selected as research objects.Questionnaire survey was adopted to study the status of junior high school students’ mathematical learning involvement and mathematical academic performance.The article discusses the differences of junior high school students with different grades,genders and mathematical academic levels in mathematical learning engagement and mathematical academic performance ability,and the predictive power of mathematical learning engagement on mathematical academic performance ability.This study draws the following conclusions:First,from the perspective of math learning involvement,junior high school students in Xining City are at the middle level of math learning involvement,among which the average score of behavioral involvement dimension is the highest.Junior middle school students’ involvement in mathematics learning shows certain grade differences,among which the cognitive involvement dimension has significant difference in grade.There is no significant difference in the gender of junior middle school students’ math learning involvement,but the average score of boys in the dimension of behavioral involvement and emotional involvement is higher than that of girls.In addition,the dimensions of emotional involvement and social involvement of junior high school students have significant differences in different mathematics academic levels.Secondly,from the aspect of mathematical academic performance ability,junior middle school students in Xining City are at the middle level of mathematical academic performance ability,among which the average score of arithmetic ability dimension is the highest.The mathematics academic performance of junior middle school students appears certain grade differences,among which the spatial imagination ability dimension,data analysis ability dimension and reasoning ability dimension have significant differences in grade;There is no significant gender difference in junior high school students’ mathematical academic performance,but the average score of girls in arithmetic ability is lower than that of boys.In addition,junior high school students have significant differences in mathematics academic performance ability and its dimensions in different mathematics academic levels.Third,Junior High School Students’ mathematics learning investment is directly proportional to their mathematics academic performance ability in Xining City math learning investment,that is,increasing junior high school students math learning investment will improve their math academic performance ability,otherwise,it will reduce their math academic performance ability.In summary,the following teaching suggestions can be put forward: attend to concentrate on learning process of junior middle school students and refine their investment in mathematics learning;To comprehend the characteristics of mathematics subject and refine the ability of mathematics academic performance;Reasonable use of predictive power to improve their mathematics academic performance.