The Development of Mathematics Homework Engagement (MHE) Instrument for Secondary School Students, Malaysia
Bibliographic record
Abstract
The purpose of this study is to develop the instrument of Mathematics Homework Engagement (MHE) for secondary school students in Malaysia. This study also identifies the relationship between the factors of Mathematics Homework Engagement, namely students, teachers, parents andschool management towards mathematics achievement. The MHE has been used to measure the engagement of students, teachers, parents and school administrators in mathematics homework. This instrument was developed from student’s focus group interviews and the literature review. The results of the analysis was found that these four factors of MHE item instrument ranged from 54.52% to 69.38% of variance related with homework engagement. Croanbach Alpha indicated that the reliability of each factor is reasonable in context of internal consistency which is more than 0.70. Based on the results of validity and reliability, the instrument remained with 15 items, and states that it is sufficient to measure MHE for secondary school students in Malaysia. Pearson correlation coefficient revealed that, there are positive correlations between the factors towards mathematics achievement except for parent’s engagement. In conclusion, this instrument can be used by teachers, counselors, school administration and the Ministry of Education to assess students’ understanding of MHE. With such understanding, teachers can arrangebetter mathematics homework for their students.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.008 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".