Fortalecimiento de las operaciones básicas a través de la gamificación

Purpose : The objective of this work is to investigate the effect of synchronous and asynchronous activities on the academic performance of university students. For this purpose, the academic results obtained and the involvement and motivation of the student and the teacher in the different learning methodologies involved are analyzed. Students’ perception of the effectiveness of the flipped class with the face-to-face classroom and online methodologies is compared to that of the traditional learning methodology. Design/methodology/approach : Data were collected from undergraduate students in three marketing courses and were analyzed through a quantitative descriptive, quasi-experimental and cross-sectional study. Academic performance with the different learning methodologies and the effect of synchronous and asynchronous activities on academic performance were compared using logistic regression on each course and methodology. Findings : The results showed that academic performance in synchronous and asynchronous activities was better in the flipped class, except for synchronous activities in the online flipped class. In addition, the best academic performance was obtained in the face-to-face inverted classes. The explanatory effect of asynchronous activities on academic performance was also identified. The greatest predictive capacity and the best prognosis were obtained in the online inverted classes. Students expect to obtain satisfactory results with the inverted class methodology and perceive it as effective, although they prefer a mixture of inverted classes and the traditional methodology. Originality/value : We contribute to theoretical and practical research with this new model to study the influence of the flipped learning methodology and asynchronous and synchronous activities on academic performance. We believe that these results, despite the specific and limited scope of the study, will be of great interest to the teaching community and contribute to improving the motivation and performance of students, which constitutes a main challenge in the higher education system.

This experimental study was aimed at investigating the effect of team-based learning on the motivation and academic performance of college students studying chemistry course. The objectives of this study were; (i) to investigate the effect of team-based learning on students’ motivation in Chemistry class, (ii) to investigate the effect of team-based learning on students’ academic performance in Chemistry class, and (iii). to find the relationship between motivation and academic performance of students in Chemistry class. Two instruments were used to collect data: "Chemistry Motivation Questionnaire" (CMQ), and "Chemistry Performance Test" (CPT). The paired sample t-test was used to assess the data. The findings demonstrated a considerable improvement in the students' academic performance and motivation both before and after the intervention, indicating a relationship between these variables. As the motivation of the students increased, their academic performance also increased.

Identifying Taiwanese junior-high school students' mathematics learning profiles and their roles in mathematics learning self-efficacy and academic performance

This study aims to: 1) find out whether students' mathematical problem solving abilities that are taught with problem based learning are better than students who are taught by direct learning. 2) find out whether the mathematical problem solving ability of students who have high learning motivation is better than students who have low learning motivation. 3) find out whether there is an interaction between learning and student learning motivation towards students' mathematical problem solving abilities. This study uses a quasi-experimental method with a 2x2 factorial design. The study population was fifth grade students (five) in the odd semester of the 2017/2018 Academic Year at SDN 0407 Mondang which consisted of two classes with a sample of 50 students. The class used as the sample of the experimental group is class V A with 25 students and the control class is class V B with 25 students. Thus the sample selection is done by total sampling technique. Data was collected by student achievement test and student motivation instrument. The collected data was processed statistically using a two-way variance (anava) analysis technique with a significance level of 0.05. The results showed that (1) There was an influence of problem-based learning methods on the mathematical problem solving ability of Class V students of SD Negeri 0407 Mondang 2017/2018 Academic Year; (2) There is an influence of student learning motivation on the mathematical problem solving ability of fifth grade students of SD Negeri 0407 Mondang for the Academic Year 2017/2018; and (3) There is an interaction between problem-based learning methods and students' motivation to the mathematical problem solving ability of students of Class V of SD Negeri 0407 Mondang 2017/2018 Academic Year. Practically, this study recommends that teachers use problem-based learning methods in mathematics learning and pay attention to the level of student motivation so that the learning design is adjusted to that motivation level. Theoretically, this study contributes to adding knowledge related to problem-based mathematics learning in elementary schools. Further studies can deepen studies related to the suitability of student characteristics with the selected learning method because these aspects are indicated as one of the key factors for student learning success.

Higher learning outcomes can be achieved by developing a cooperative mindset in the classroom. Academic motivation refers to a student’s intrinsic motivation to engage in learning activities and work hard for academic success. The concept of motivation is generally considered to be a dynamic force that drives human behavior. Students with high motivation have better learning habits and tend to demonstrate interest and perseverance in learning. It is against this background that this study on the influence of academic motivation on the academic performance of senior secondary school students was conducted based on Tamil medium schools in the Colombo South Educational Zone. Major research questions of the study are (1) what is the relationship between intrinsic motivation and academic performance of academic students? (2) What is the relationship between intrinsic and extrinsic motivation and academic performance? This study was conducted as a quantitative method study following a descriptive survey design based on the research questions such as, what are the school-level motivational factors that have a direct impact on student learning?. What is the relationship between mothers’ educational level and academic performance? What is the relationship between intrinsic and extrinsic motivation and gender? The study population was students studying in the Senior Secondary Levels (10, 11) in Tamil-medium schools within the Colombo south Educational Zone. 200 students and 50 teachers who taught in the senior secondary grades were selected through stratified random sampling technique, Data was obtained from the teachers and students through a structured questionnaire and analyzed using the SPSS 20. Data was analyzed descriptive statistically. The main findings of the study are that there is a significant relationship between students’ self-motivation and learning performance; there is a significant direct relationship between controlled motivation and learning performance; there is a significant direct relationship between academic performance and extrinsic motivation; there are gender differences between intrinsic and extrinsic motivation and academic performance; women are more motivated in education than men; and the level of education of mothers acts as a high educational external motivator in students’ academic performance.

The purpose of this study was to analyze learning motivation in mathematics learning, analyze mathematics learning and the relationship between student learning motivation and mathematics learning during the covid-19 pandemic at Hulu Sungai Selatan District High School. The type of research used is descriptive with a quantitative approach. The population in this study were students and several mathematics teachers at the Hulu Sungai Selatan District High School. The samples of this study were 100 students and five teachers taken from five high schools in Hulu Sungai Selatan Regency. This sampling technique uses cluster random sampling/area random sampling. The results of this study are student motivation at SMAN 1 Daha Utara is in the high category with a percentage of 78.3%, student motivation at SMAN 1 Daha Barat is in the high category with a percentage of 76.5%, student motivation at SMAN 1 Kandangan is in the high category. in the high category with a percentage of 78%, student motivation at SMAN 1 Angkinang is in the high category with a percentage of 77.8%, student motivation at SMAN 1 Simpur is in the high category with a percentage of 76.3%. As for mathematics learning carried out by teachers, each teacher at school must use whatsapp as a learning medium, but there are also some teachers who use other media to help learning mathematics such as google classroom, zoom/gmeet, learning videos and power point. The relationship between students' learning motivation and mathematics learning is that the more media used by the teacher, the higher the learning motivation

This study compares the effectiveness of virtual and traditional field trip strategies on academic performance and motivation of students in conservation concepts of biology in North-West Nigeria. The study developed 2 research objectives one of which is to: compare the effectiveness of virtual and traditional field trip strategies on academic performance of students in conservation concept. The study was guided by 2 research questions and 2 null hypotheses. A Quasi experimental research using test-retest method of pretest and posttest was adopted for the study. A sample of 120 N.C.E II biology students comprising of 81 males and 39 females were randomly selected from the population of 357 students of which 213 are males and 114 are females. The study developed 2 instruments namely: Conservation Concepts Performance Test (CCPT) and Conservation Concepts Motivation Questionnaire (CCMQ) which are validated and found reliable with r=0.65. At the end of the treatment data was collected and analyzed using Means and standard deviations to answer the research question while t-test and Mann- Whitney Statistics were used to answer the null hypotheses. The results obtained showed that: significant differences exist between the performance of students taught using virtual field trip strategy and those exposed to traditional field trip strategy. From the findings recommendations were made one of which is: the Ministry of Education/ colleges should provide a biology Virtual environment to serve each school in the region as technology is seen to help improve the performance and raise the level of motivation in biology concepts, moreover it will help to overcome problems faced by teachers from a lack of real field trips which leads to ignorance of some abstract concepts such as conservation concepts biology.

Background: The identification of the factors influencing the academic progress and performance of students can be a suitable basis for planning and developing educational programs to achieve the best possible results in line with educational development. Objectives: The present study aimed to investigate the mediating role of stress in the relationship of mindfulness and self-construal with the academic performance of medical sciences students. Methods: This was a descriptive correlational study in which the convenience sampling method was used to select 301 medical students from Jondishapur University of Ahvaz, Iran, in 2022. The participants completed the mindfulness, self-construal, and stress questionnaires. In addition, academic performance was measured based on the grade point average (GPA) in the previous semester. Structural equation modeling (SEM) and bootstrapping were also employed to examine the fit of the proposed model and indirect relationships between the variables, respectively. Results: The mean of academic performance, mindfulness, self-construal, and stress were obtained as 16.57, 57.6, 140.53, and 29.72, respectively. The results showed a significant relationship between all research variables (P < 0.05) except for the relationship between mindfulness and academic performance. The results also indicated that stress was a mediator in the indirect relationship of mindfulness and self-construal with academic performance (P < 0.001). The fit indices of the Tucker–Lewis index (TLI), comparative fit index (CFI), relative fit index (RFI), normed fit index (NFI), and Root Mean Square Error of Approximation (RMSEA) in the final model were 0.94, 0.96, 0.92, 0.94, and 0.077, respectively. Conclusions: The results confirmed the proposed model’s goodness of fit. Therefore, this model can be used for identifying the factors affecting the academic performance of medical students and developing programs to prevent academic failure and stress among these students.

Aims: The purpose of this study is to identify the factors associated with the academic performance of Grade 10 students during their First Quarter of school as well as the significant correlation between the factors and student academic performance in Mathematics. Study Design: Descriptive Correlation Design. Place and Duration of Study: The study was conducted at Agusan National High School in Cagayan de Or City's East 1 District during the school year: 2022 – 2023. Methodology: The respondents were Two hundred thirty-one (231) students in Grade 10 at Agusan National High School in Cagayan de Oro City's East 1 District. This study used a researcher-made questionnaire that underwent validity and reliability testing and the academic performance of the students. Results: The results showed that students agree with routines related to mastering Mathematics at a high level. Furthermore, there is no correlation between student study habits and Mathematics performance in terms of self-confidence, but there is a substantial positive association between the student's study habits and performance in terms of attitude. The study habits and learning techniques used by students were found to be important determinants of how well they performed in Mathematics. The researcher strongly suggested using the enhancement plan in teaching Mathematics to Junior High school students. Conclusion: Students have a very positive attitude toward their study habits when learning Mathematics. Students felt that studying and learning Mathematics was essential. Students' success and academic growth depend heavily on their Mathematics performance.it is essential for pupils to master and comprehend its concepts. Students' study habits in terms of attitudes have an impact on how they learn Mathematics.

The rapid advancement of information technology has significantly improved various facets of modern human existence. Despite the rapid progress in digital technology, there has been limited headway in utilizing technology to bolster mathematics education, particularly concerning problem-solving. This study aimed to evaluate the efficacy of M-learning and Problem-Based Learning (M-PBL) method in enhancing the motivation and academic performance of primary school students in mathematics. Employing an unequal-group quasi-experimental design, M-PBL method were developed based on M-learning Model, Problem-Based Learning Model, and Social Constructivism theories, resulting in 17 relevant activities for mathematics teachers. The effectiveness of these method was assessed through pre- and post-testing of an uneven control group, involving 64 Year 6 students from Johor Bharu district, Johor. Quantitative data, collected via questionnaires on student motivation and a mathematics academic performance test, were analyzed using SPSS. The results revealed significant differences in students' motivation and problem-solving skills after the implementation of M-PBL method compared to conventional approaches. This research highlights the positive impact of M-PBL methods on schools, curriculum developers, parents, and the overall mathematics teaching and learning process.

The general objective of this research was to examine the effect of students' attitudes toward learning mathematics on academic performance in mathematics in public secondary schools in Rwanda, with a specific focus on Nyagatare District. The study also aimed to assess the prevailing attitudes of students towards learning mathematics in public secondary schools in Nyagatare District, to evaluate the students’ academic performance in mathematics in relation to their attitudes, and to investigate the relationship between students' attitudes towards mathematics and their academic performance. A descriptive and correlational design with a mixed-methods approach was used for the study. The population consisted of 358 respondents, including 300 students, 48 mathematics teachers, and 10 head teachers. The sample size was calculated to be 192 respondents using Slovin's formula, comprising 160 students, 26 mathematics teachers, and 6 head teachers. Purposive sampling techniques were used to select head teachers, while simple random sampling was employed to select students and mathematics teachers. Data were analyzed using SPSS version 21, with conclusions drawn based on respondents' responses and findings from the analysis. The findings from the study on students' attitudes towards learning mathematics in public secondary schools in Nyagatare District, Rwanda, revealed significant insights into their motivation, engagement, and perceptions. Based on data collected through a questionnaire, students demonstrated a strong interest in mathematics, with a mean score of 4.57, and 92.30% strongly agreeing that they were highly motivated to learn the subject. Participation in extracurricular activities related to mathematics also showed a high engagement level, with a mean score of 4.54 and 88.45% of students indicating active involvement. Students recognized the importance of mathematics for their future careers, reflected in a mean score of 4.23, though responses varied, indicating that some students may not fully understand its relevance. Satisfaction with mathematics instruction received a mean score of 4.12, with 76.92% expressing contentment, though room for improvement was noted. Additionally, 92.30% of students acknowledged discussing the value of mathematics in daily life, further indicating positive engagement. Statistical analysis using Pearson correlation coefficients demonstrated strong positive relationships between students' self-reported interest in mathematics and their academic performance, including exam scores (r = 0.791, p < 0.01) and coursework grades (r = 0.905, p < 0.01). Participation in extracurricular activities was also positively correlated with academic outcomes, suggesting that these activities enhance students’ mathematical skills and performance. However, anxiety towards mathematics was found to have a negative effect on academic performance, with a correlation of -0.797 (p < 0.01) in coursework grades. To improve students' attitudes and performance in mathematics, the study recommends enhancing mathematics instruction through professional development, promoting extracurricular activities, strengthening career guidance, and addressing individual differences in learning. Additionally, reducing anxiety through a supportive learning environment and increasing parental involvement are essential strategies for fostering positive attitudes and improved performance in mathematics. These recommendations aim to create a more engaging, motivating, and inclusive learning environment for mathematics students in Nyagatare District.

Gamification, or the intentional use of gaming elements in non-game contexts, has been touted as a promising tool to improve educational outcomes in online education, yet the evidence regarding why it might work and its effectiveness is inconclusive. One reason is that previous research has often included several gamification tools together, neglecting that each gamification tool can vary in effectiveness. In order to evaluate their relative impact, two frequently used gamification tools, badges (i.e., digital credentials given for achievements) and leaderboards (i.e., digital rankings based on performance), were compared for their effectiveness on the academic performance and motivation of students. Two experiments were conducted in two online undergraduate physics courses taught via a learning management system. In Experiment 1 (N = 102), badges and leaderboards were implemented in only one part of the course grading system (i.e., quizzes). In Experiment 2 (N = 88), all course grading system was gamified (i.e., quizzes and assignments). Four groups were created by random assignment of participants: badges-only, leaderboards-only, badges with leaderboards, and control (i.e., no badges, no leaderboards). Academic performance was measured by comparing quiz scores among groups in Experiment 1 and both quiz and assignment scores in Experiment 2. Participants filled out a self-report motivation survey about badges and leaderboards at the end of the study. Two experiments yielded similar results: badges and leaderboards did not affect participants’ academic performance; however, most students approached them positively as motivational tools and wanted to see them in future online classes.

This study explores the effects of gamification on students' academic performance, motivation, and engagement in Physical Education (PE) using a descriptive correlational research design. The study examined how various gamification strategies, including immersive game-based activities, interactive tasks, and motivational rewards, influence students' learning experiences and outcomes in PE. Quantitative data were collected through surveys, and statistical analyses were conducted to evaluate the relationships between gamification and the key variables of academic performance, motivation, and engagement. The results demonstrated that gamification significantly improves academic performance and enhances student motivation in PE. Specifically, gamified elements such as simulation activities, storytelling, and collaborative challenges were found to make PE lessons more enjoyable and engaging, fostering a positive attitude towards physical fitness and wellness. Additionally, the study identified that age and teaching assignment influence students’ perceptions of gamification's effectiveness, with significant differences in academic performance and motivation levels across different age groups and teaching assignments. The analysis revealed a medium positive correlation between academic performance and motivation, suggesting that increased motivation through gamification can lead to better academic outcomes. However, engagement skills showed a very weak correlation with academic performance, indicating that while gamification can boost motivation, enhancing engagement alone is insufficient for improving academic performance. Based on these findings, the study proposes the “PE Quest Challenge,” a gamified intervention aimed at further enhancing academic performance, motivation, and engagement through themed physical quests, a point system, and collaborative activities. This study contributes to the understanding of gamification in PE and offers practical recommendations for implementing effective gamification strategies in educational settings.

ABSTRACTThis study aimed to investigate the effect of flipped classrooms integrated with massive open online courses (MOOCs) and game-based learning on the learning motivation and learning outcomes of students from different backgrounds (in terms of gender, grade, self-confidence indicators in mathematics, and roles played in the game-based learning process). Surveys and a semi-structured open questionnaire were used for data collection, including a basic information questionnaire (to understand the participants’ backgrounds), a questionnaire on learning motivation (the Motivated Strategies for Learning Questionnaire, MSLQ), a test of learning achievements in mathematics, and a semi-structured open-ended questionnaire (to understand the learners’ feelings). Quantitative analysis results showed that flipped classrooms integrated with MOOCs and game-based learning can enhance students’ learning motivation and outcomes. Specifically, compared with students with high self-confidence in learning mathematics, students with low and medium levels of self-confidence showed significantly greater improvement in overall learning motivation. Significantly more enhancements were found for the expectation component of “soldiers” (students with relatively lower learning achievements) than for “generals” (students with higher learning achievements). Furthermore, students in the eighth grade showed significantly greater progress in academic performance than did students in the seventh grade.

This study investigated the impact of technology on student performance and motivation in Mathematics, focusing on the metrics used to assess these effects. The problem addressed was the lack of clear understanding of how technologies simultaneously influence student academic performance and motivation, especially in the context of Mathematics teaching. The overall objective was to assess how technologies affect student performance and motivation, exploring the metrics applied in these studies. The methodology adopted was a literature review, using academic sources that address the use of technologies in teaching, performance and motivation assessment metrics, and the effects of these tools on Mathematics learning. The results indicated that the use of technologies, such as digital platforms and educational software, has a positive impact on student performance, with personalized teaching being a fundamental factor. In addition, technological tools also increased student motivation when these technologies were applied in an interactive and practical way. However, the metrics used to assess these impacts presented limitations, such as the difficulty of measuring subjective aspects of motivation. The final considerations suggest that further research be conducted to explore the individual variables that may affect the effectiveness of technology in teaching Mathematics and to improve practices for assessing the impact of technology.