Innovative Approaches to Geometry Learning: Harnessing Gamification and ICT to Elevate Student Motivation and Academic Achievement

Female students tend to take fewer mathematical courses at higher education level due to low performance in mathematics at secondary school level. A number of studies both qualitative and quantitative have attempted to find out causes of low achievement in mathematics among females, Researchers have majorly focused on school environment, biological factors and attitude. There was therefore need to conduct a study to establish the influence of class size on academic achievement among girls at form four level in public secondary schools in Kisumu County. The objective of the study was to determine the influence of class size on academic achievement among girls in mathematics at form four level. Correlation research design was applied to examine the degree of influence that exists between class size and academic achievement in mathematics. The study was conducted in Kisumu County of Kenya. The target population of the study consisted of 142 public secondary schools which presented female candidates for KCSE examinations between 2010 and 2014, 142 Principals, 142 Heads of mathematics department and 390 mathematics teachers who taught the girls under study. Stratified random sampling technique was applied whereby schools were categorized as girls’ secondary schools and mixed secondary schools. Purposive sampling was done to select all the 18 girls’ secondary schools in Kisumu County while random sampling was applied to select 38 out of 124 mixed secondary schools in Kisumu County. Data was collected using questionnaires, interviews and document analysis. Instruments of data collection were validated by the researcher’s supervisors and reliability of the instruments was established through test retest method by carrying out a pilot study in 5 schools which were not part of the study sample. Quantitative data was analyzed by use of descriptive statistics in form of frequency counts, percentages, means, Pearson’s Product Moment Correlation and regression analysis. Qualitative data from interview schedule was analyzed by using thematic analysis. Statistical Package for Social Sciences (SPSS) version 22 was applied to assist in analyzing data. The findings of the study concluded that there exists a positive relationship between class size and academic performance in mathematics. The study recommended a class size of 40 to enable teachers cater for individual interests of all learners.

Background: Promoting Science and technology is one of main long term objectives and tasks of Rwanda. Promotion of Science and technology depends on mathematics worldwide. To know the level of students’ performance in Mathematics and how to improve it, the assessment of students in form of summative and formative is the best predictor of Academic achievement in Mathematics. This current study sets out to explore the effect of formative assessment tools on students’ academic achievement in Mathematics in Kayonza District. This research aimed at exploring the formative assessment tools that are currently used in teaching and learning mathematics, assessing the factors that influence secondary school learner’s low performance in mathematics and exploring the effects of formative assessment tools on secondary school students’ achievement in mathematics. Materials and Method: The study adopted a mixed research design using both qualitative and quantitative approaches. A sample size of 95 respondents were drawn from a target population of 1851, it was calculated using Slovin’s formula. Purposive, stratified and simple random sampling techniques were used to select 95 respondents from 1851. Questionnaire and Interview as well as documentary tools were used to collect both primary data. Data was cleaned, coded, entered and analyzed using Statistical Package for Social Science (SPSS, Version 21.0). Quantitative data was analyzed using frequencies, percentages, descriptive statistics (means and standard deviations) while Qualitative data was analyzed in narrative way. SPSS was used because it is fast and flexible and provides more accurate analysis resulting in dependable conclusions. Results: Quantitative findings revealed that coursework, teachers’ observations, group/class work and test assignments were used by the teachers at in secondary schools at Kayonza District. However, the results showed that teacher respondents agreed that fear towards mathematics (strong mean of 4.29), high number of students per classroom (mean= 3.98) and low level of teachers’ training (Mean=4.99) as well as lack of science culture among students (Mean= 3.78) were the leading factors to low performance in mathematics in secondary schools in Kayonza District. The study findings further indicated use of group discussions to enhance students’ enactment and scoring, student’s participation in mathematics duties/tasks through observations and group work encourages peer learning affect positively the students; performance in Mathematics in Kayonza District. Using Pearson correlation coefficient, the results revealed that one-unit increment in using formative assessment tool led to 0.791 increase in learners’ academic performance in mathematics in 12 secondary schools in Kayonza District. Conclusion: In line with the findings and the conclusions emerging from the study, the following recommendations are made to the teachers, school staff and District as well as Ministry of Education (MINEDUC): Teachers should therefore plan carefully for mathematics quizzes, homework and end term mathematics tests to increase students’ motivation to learn mathematics. In addition, it is recommended to the school staff, the district and MINEDUC to evaluate teachers regularly because evaluation is an obvious vehicle for using incentives to direct the teachers on the path towards professional growth and improvement

The study aimed at determining factors influencing poor performance of students in mathematics in selected Basic Schools in the Ningo Prampram District in Accra, Ghana. Descriptive research design was adopted in which random and convenience sampling method was used to select 60 teachers for the study. Data was collected through questionnaire analysed using SPSS version 21. The study found that the most highly ranked school environmental factors responsible for student’s low academic performance in mathematics were lack of supervision and monitoring of teachers by head teachers and circuit supervisors, larger class size and lack of teaching and learning materials in school. Similarly, the most highly ranked teacher factor that contributed to student’s low academic performance in mathematics was untrained teachers teaching the subject. Also, high level of absenteeism among students and unruly student behaviour were the most highly ranked student’s characteristics responsible for their poor performances in mathematics. For parental support, the highly ranked variables that contributed to poor performance in mathematics were parents not helping wards with their homework, inability of parents to provide wards essential instructional needs for mathematics studies and parents inability to approach the school to ascertain how their wards are faring in mathematics. However, independent t-test and ANOVA analyses did not find statistical differences between the gender of teachers and the qualifications with regards to perceived causes of low performance in mathematics. .It is recommended that metropolitan, directorate and circuit supervisors intensify supervision and provision of learning materials in schools.

This quantitative study aimed to investigate the factors contributing to low mathematics performance in secondary schools within Morogoro Municipality, Tanzania.. Relevant literatures reviewed on findings that emerged from different authors. The study involved in 3 secondary schools, 50 mathematics teachers and 150 students. These helped us to obtain numerical data through simple random sampling Data collection conducted by using questionnaires, then the data were analyzed using statistical package software (SPSS). It was found that teacher lack of professional training contribute to low performance in mathematics, inappropriate teaching methods effect on student’s performance in mathematics, class size contribute to low performance in mathematics,, teaching materials and use of ICT contribute to high performance in mathematics, appropriate using teaching and learning resources in teaching Mathematics contribute to high performance, parental educational status contributes to low performance in mathematics, students’ attitude towards mathematics contribute to low performance in mathematics, the teacher- student- relationship contribute positively or negatively towards low performance in mathematics subject, and classroom and school environment contribute either positively or negatively towards low performance in mathematics. These results have implication in improving performance in mathematics for students in secondary schools.

<table border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="369"><p>This study examined the correlation between mathematics performance and academic achievement of junior high school learners in a government-run laboratory high school institution and compared the mathematics performance and academic achievement of male and female learners. Correlational and comparative research designs were employed to analyze the gathered secondary data. Findings revealed a positive and highly significant correlation between the learners' mathematics performance and academic achievement, indicating that high school learners who are adept in mathematics tend to succeed and perform better in their academic courses. Whereas low performance in mathematics correspondingly connotes low achievement in overall academic abilities. No significant difference was found between male and female learners, suggesting that both genders of learners can succeed academically. The study concludes that mathematics performance and academic achievement go hand in hand, while gender does not affect the learners' ability to excel in mathematics. Effectively, secondary learning institutions must provide mathematics learners with learning opportunities during Mathematics classes and classroom activities regardless of gender. Teachers must help learners understand how to solve problems and think critically, expose them to real-world applications, and build their confidence and motivation to excel academically.</p><p> </p></td></tr></tbody></table>

Background This study aims to assess the influence of group discussions on the performance of pupils in Mathematics in Madi Okollo District. Methodology The instruments that were used in the study included self-constructed questionnaires and interview guides. The data obtained from the study was analyzed qualitatively. Frequency tables and percentages were used to present and analyze the data. Data obtained from the interview were equally analyzed. The study adopted a descriptive correlational design. The design was chosen because, through it, the researcher will be able to collect and analyze data as it exists in the field without manipulating any Variables. Results The study established that there is a significant positive relationship between group discussions and the academic performance of pupils in mathematics. Therefore, by encouraging learner-centered methods, Learners are encouraged to bring their ideas and experiences into the classroom during learning would cause improvement in academic performance in mathematics. The hypothesis that there is a positive relationship between group discussions and the academic performance of pupils in mathematics was accepted. Conclusion From the study, it was found that group discussions are necessary if pupils’ performance in mathematics is to improve. If teachers encourage learners to participate in class and also discussions while outside class their performance would greatly improve. Recommendations The pupils should form discussion groups to get or share knowledge among them to perform well in exercises and overall grade pass. Ministry of Education and Sports should provide schools with the necessary materials e.g. teachers' reference books, pupils' textbooks, and other print materials. Background This study aims to assess the influence of group discussions on the performance of pupils in Mathematics in Madi Okollo District. Methodology The instruments that were used in the study included self-constructed questionnaires and interview guides. The data obtained from the study was analyzed qualitatively. Frequency tables and percentages were used to present and analyze the data. Data obtained from the interview were equally analyzed. The study adopted a descriptive correlational design. The design was chosen because, through it, the researcher will be able to collect and analyze data as it exists in the field without manipulating any Variables. Results The study established that there is a significant positive relationship between group discussions and the academic performance of pupils in mathematics. Therefore, by encouraging learner-centered methods, Learners are encouraged to bring their ideas and experiences into the classroom during learning would cause improvement in academic performance in mathematics. The hypothesis that there is a positive relationship between group discussions and the academic performance of pupils in mathematics was accepted. Conclusion From the study, it was found that group discussions are necessary if pupils’ performance in mathematics is to improve. If teachers encourage learners to participate in class and also discussions while outside class their performance would greatly improve. Recommendations The pupils should form discussion groups to get or share knowledge among them to perform well in exercises and overall grade pass. Ministry of Education and Sports should provide schools with the necessary materials e.g. teachers' reference books, pupils' textbooks, and other print materials.

The primary aim of this study is to introduce a didactic programme that incorporates gamification in geometry classes for high school students. The purpose of this programme is to boost students’ motivation towards learning. In the present educational scenario, the role of information and communication technologies (ICT) is paramount. Gamification has the potential to enhance the learning process by integrating game elements into non-game environments. This approach is deemed necessary as emotional factors in teaching may not lead to meaningful learning and improved academic performance. The research methodology employed a mixed approach and a pre-experimental design with pre- and post-test measurements. The sample comprised 45 10th grade students from a subsidised private high school in the Biobío Region of Chile. The study took 10 months and evaluated the factors of motivation, academic achievement, and lexical availability. Results showed a 23% increment in students’ knowledge, as proven by pre- and post-tests. The findings suggest an improvement in students’ perception regarding geometry and a significant improvement in academic performance. Furthermore, it has been confirmed that there is a noteworthy correlation between the group’s overall motivation and their academic performance, supporting gamification as an effective pedagogical strategy.

The article reveals the role of life tasks in teaching geometry in high school. The teaching of mathematics in a general education school, in addition to equipping students with certain knowledge, skills and abilities necessary to prepare them for life activities in the conditions of modern production, also pursues the goal of achieving such a level of their mathematical development that they need to study other school subjects at a high level, to continue their education in higher education. And also, for the formation of key and subject competencies in mathematics. The article deals with life tasks as a means of learning new material when teaching geometry in high school. Examples from the production industry are given. And also, the article presents the requirements and goals of studying mathematics, geometry in high school. The content of the textbooks proposed by the Ministry of Education, respectively, for general education and subject state standards in mathematics, contains many examples related to life tasks. The above conclusions define the main problem of the study: to study the role and place of tasks with vital content in revealing the content-applied significance of the school geometry course and in solving general educational problems facing the school. Develop a methodology for teaching problem solving. In the school teaching of geometry, the connection of the studied material with life, with practice, is often not yet rationally realized. Students have poorly developed skills and abilities to apply the acquired knowledge in practice. The goals and requirements of education standards for student-centered learning, i. e. to connect the teaching of mathematics, geometry with life, the passion for studying the basics of production, to form the key and subject competencies of students.

In the Bhutanese educational system, mathematics is a required subject and serves as a requirement for the study of science and business in tertiary institutions. The Bhutanese school system is concerned about low math achievement rates. This study is interested to identify the causes of the students' low mathematics performance in Bhutanese schools. The study found that factors like teachers' personalities, curriculum layout, a lack of parental involvement, and student attitudes toward the topic all contribute to students' low performance in mathematics in the Bhutanese education system. If appropriate interventions and diagnostic methods are not used, there is a greater danger of extending the current downward trend in mathematics education in Bhutan. Therefore, this research looks into how educators, and other educational stakeholders can work together with varying areas of expertise to better prepare teachers and students for the education system of the twenty-first century. This requires the involvement of government policymakers and the ministry of education as implementers.

The aim of this paper is to explore a framework for articulating the relationship between teachers' practices and students' self-efficacy in teaching and learning of Euclidean Geometry (RTP&SS-EG) in high school. The effective learning of Mathematics, especially Euclidean Geometry by students, is directly influenced by teachers' confidence and competence. The RTP&SS-EG framework was developed based on the gap in literature revealed through international studies, indicating a direct relationship between teachers with a higher level of self-efficacy, and students' achievement. However, the researchers did not come across national studies promoting the relationship between the teachers' practices and students' self-efficacy on the learning of Euclidean Geometry in high school. The question asked was: To what extent is the relationship between the teachers' practices and the students' self-efficacy in teaching and learning of Euclidean Geometry in High school? Geometry Students Self-Efficacy (SGS-EQ) and Geometry Teacher Self-Efficacy questionnaire (GTS-EQ) were utilized. The participants were 81 Mathematics teachers, and 390 Grade 10-12 students from the Mpumalanga and North West provinces in South Africa. Reliability for the entire scale of both instruments computed in terms of the internal consistency was found to be .83. To establish the content validity of the scores from both instruments, the exploratory factor analysis was computed using varimax rotation. The four-factor solution accounting for 43.03% of the total variance was obtained from 36 items of the GTS-EQ. A five-factor solution for 45.37% of the total explained variance was obtained from the 46 items of the SGS-EQ. In RTP&SS-EG, three education theories, constructivism, social constructivism and social cognitivism, policies, as well as teacher and student self-efficacy principles enjoin the practice enacted from the relation between the teachers' practices and the students' self-efficacy in the learning of Euclidean Geometry. The findings revealed that the learning value associated with the relationship between teachers' practices and students' self-efficacy may be integrated into the everyday preparations of teaching-learning plans in Euclidean Geometry. It is critical that policymakers, curriculum developers, teachers and students make use of this model to ensure that self-efficacy of both teachers and students is taken into consideration in Euclidean Geometry.

The main goal of this study was to investigate the association between objectively measured physical activity and academic achievement in adolescents. Students in Grades 7 and 9 (N = 255) were included. Overall, we found no significant dose-response association between physical activity and academic achievement. However, in Grade 7 total physical activity volume (Total PA) was negatively associated with academic achievement, while moderate-to-vigorous intensity physical activity (MVPA) was negatively associated with both academic achievement and mathematics performance. In contrast, in Grade 9 both Total PA and MVPA were positively associated with mathematics performance. In addition, the overall association between MVPA and academic achievement followed an inverted U-shaped curve. Finally, Total PA was positively associated with executive functioning, while executive functioning in turn mediated the associations between Total PA and both academic achievement and mathematics performance. These results indicate that the association between physical activity and academic achievement in adolescents is complex and might be affected by academic year, physical activity volume and intensity, and school grade.

The study aimed to identify the factors contributing to the low performance of girls in Mathematics at the secondary school level in Nyagatare District, focusing on public and private schools. The study addressed three specific objectives: identifying school-related factors, socio-economic influences, and outside-school factors that affect girls' performance. A descriptive survey design was employed, combining both quantitative and qualitative approaches. Simple random and purposive sampling techniques were used to select 134 respondents, with data collected through questionnaires, semi-structured focus group discussions, and interviews. Findings revealed that school-related factors significantly contributed to girls' low performance in Mathematics, with 82% of respondents strongly agreeing that low teacher commitment and poor work habits affected student outcomes. Inadequate teaching materials and textbooks were also highlighted by 80% of respondents as contributing factors. Outside school factors, particularly economic activities, were found to have a significant impact, with 79% agreeing that girls often miss classes during market days to assist their parents. Socio-economic factors, especially parental education, were also found to influence performance, with 80.6% of respondents acknowledging the critical role of parents' educational background in shaping their children's academic success. These findings suggest the need for interventions such as regular sensitization programs to raise awareness about the value of education, parental involvement in their children's academic life, and improvements in school resources to support girls' academic success in Mathematics.

Academic achievement is an indicator of students' learning effectiveness, and mathematical culture has been widely researched in recent years, but few articles have explored the influence of mathematical culture on academic achievement and the role of non-intellectual factors in it. This paper adopts the method of literature analysis, comprehensively describes the research background of mathematical culture, academic achievement, and non-intellectual factors, and based on "Questionnaire on Non-intellectual Characteristics of Mathematics Learning for High School Students", compiles a questionnaire on the influence of non-intellectual factors on academic achievement for college students, explores the influence of mathematical culture on academic achievement, and the role of non-intellectual factors as a mediator. The results found that (1) the effects of mathematical culture and non-intellectual factors on academic achievement are significant. (2) Non-intellectual factors play a mediating role in the influence of mathematical culture on academic achievement and the mediating role is significant. Therefore, in the future teaching, we have to penetrate the mathematical culture to improve the students' performance in mathematics by improving the level of their non-intellectual factors, and according to the suggestions before, during, and after the lesson respectively.

The aim of this study was to investigate relationship between university students' academic achievement and their cognitive ability. The cognitive ability has variety of domains including reasoning, memory, and problem-solving skills. The study aimed to improve learning and fostering academic success among diverse student population in universities. Understanding the perceptions of university students about cognitive ability & academic achievement is a major challenge for university students. The relationship between university students' academic achievement and cognitive ability is significant area of research in education. The sample was collected from Punjab University Lahore. 300 university students were selected as sample. Data was collected over stratified random sampling. Questionnaire was used with 5-point Likert scales to collect the data. The data analysis was performed over frequency distribution to analyze research objectives. The findings highlighted the significant effect of cognitive ability on students’ academic achievement. The information from the questionnaire shed light on a number of cognitive skills, including comprehension, problem-solving, and fast thinking, all of which were found to have an impact on students' academic achievement.

This study examined the relationship between secondary mathematics teachers’ Technological Pedagogical Content Knowledge (TPACK) and students’ academic achievement, engagement, a nd resilience. A quantitative-correlational research design was adopted, involving secondary mathematics teachers and their students from selected public secondary schools. Purposive sampling was employed to ensure that only teachers actively teaching mathematics and students enrolled in their classes were included. Standardized and validated instruments were utilized to assess teachers’ levels of technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK), along with measures of students’ achievement, engagement, and resilience. Data were analyzed using descriptive statistics, Pearson correlation, and ANOVA. Findings revealed that teachers demonstrated high levels of TPACK, with content knowledge rated highest, followed by pedagogical and technological knowledge. Students showed proficient academic achievement and high engagement and resilience. Significant positive correlations were found between teachers’ TPACK components and student outcomes, with pedagogical knowledge showing the strongest relationship with academic achievement. Differences in TPACK levels were also noted when teachers were grouped according to educational attainment and field of specialization. These results highlight the importance of strengthening teachers’ technological competencies, providing sustained institutional support, and offering continuous professional development to optimize technology integration in secondary mathematics instruction. Keywords: TPACK, Mathematics Education, Technology Integration, Academic Achievement, Student Engagement, Resilience, Teacher Professional Development, Purposive Sampling, Quantitative Research