The Moderating Role of Intelligence and Prior Knowledge for the Effectiveness of a Computer-Based Mathematics Intervention in Students with Low Mathematics Performance.

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.

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 suicidal process is a complex phenomenon involving multiple intertwined factors, which makes its prevention particularly challenging. As evidence-based suicide prevention interventions evolve and consolidate, it becomes increasingly important to ensure that effective interventions are efficiently implemented in practice and translated into the quality programs and care that benefit people at risk of suicidal behavior.

The purpose of this study was to determine the factors that contributed to pupils' poor mathematics performance at Asesewa Senior High School in Ghana. The researchers therefore seek to investigate the extent to which learning resources availability and learning activities inhibit the performance of students of that district in mathematics. Because the purpose of the study was to acquire information from respondents on their experiences, perceptions, and opinions about students' low performance in mathematics at Asesewa Senior High School, the researchers utilized a descriptive survey approach. The researchers used a descriptive survey approach because the goal of the study was to gather information from respondents on their experiences, views, and opinions about pupils' low math performance at Asesewa Senior High School. As the only school in the Manyakrobo District, it was prudent for the researchers to use it for study. The total number of participants in the study was 250, and the study sample was made up of one hundred and sixty-five (165) students and mathematics teachers of Asesewa Senior High School. Data was obtained through questionnaire distribution and was then analyzed with the help of SPSS. It was discovered that resources were accessible and that they could not be blamed for the drop in student mathematical performance. The survey also found that there was no significant variation in perceptions of resource availability and learning activities between males and females in terms of gender among teachers and students.

Many children struggle to successfully acquire early mathematics skills. Theoretical and empirical evidence has pointed to deficits in domain-specific skills (e.g., non-symbolic mathematics skills) or domain-general skills (e.g., executive functioning and language) as underlying low mathematical performance. In the current study, we assessed a sample of 113 three- to five-year old preschool children on a battery of domain-specific and domain-general factors in the fall and spring of their preschool year to identify Time 1 (fall) factors associated with low performance in mathematics knowledge at Time 2 (spring). We used the exploratory approach of classification and regression tree analyses, a strategy that uses step-wise partitioning to create subgroups from a larger sample using multiple predictors, to identify the factors that were the strongest classifiers of low performance for younger and older preschool children. Results indicated that the most consistent classifier of low mathematics performance at Time 2 was children’s Time 1 mathematical language skills. Further, other distinct classifiers of low performance emerged for younger and older children. These findings suggest that risk classification for low mathematics performance may differ depending on children’s age.

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.

The genetic and environmental etiologies of 3 aspects of low mathematical performance (math disability) and the full range of variability (math ability) were compared for boys and girls in a sample of 5,348 children age 10 years (members of 2,674 pairs of same-sex and opposite-sex twins) from the United Kingdom (UK). The measures, which we developed for Web-based testing, included problems from 3 domains of mathematics taught as part of the UK National Curriculum. Using quantitative genetic model-fitting analyses, similar results were found for math disabilities and abilities for all 3 measures: Moderate genetic influence and environmental influence were mainly due to nonshared environmental factors that were unique to the individual, with little influence from shared environment. No sex differences were found in the etiologies of math abilities and disabilities. We conclude that low mathematical performance is the quantitative extreme of the same genetic and environmental factors responsible for variation throughout the distribution.

Mathematics plays a vital role in developing students’ logical reasoning and problem-solving abilities, which are essential for both academic success and everyday decision-making. However, many Junior High School learners still struggling with the basic numeracy that leads to low performance in mathematics as a whole. Addressing this issue calls innovative and engaging teaching strategies that will help make mathematical ideas more understandable and appealing. This study investigates the effectiveness of counters-based activities and gamification interventions in improving the basic numeracy skills of struggling learners in Junior High School within Borongan City District IV. The research aims to determine which intervention will enhance learners’ understanding of fundamental mathematical concepts such as number sense, operation, and problem-solving. Using a quasi-experimental design, two groups of low-performing students were exposed to different interventions: one utilizing traditional counters and other employing gamified mathematical activities. Pre-test and post-test scores measured numeracy gains, while learners feedback provided insights on engagement and motivation. The findings aim to guide educators in adopting evidence-based, learner-centered strategies to strengthen numeracy development among struggling students in Junior High School. The pretest results showed that learners in all groups had low numeracy proficiency. The gamification group scored 35.5 (Low Proficient), the counters group 23.3 (Non-Proficient), and the control group 28.6 (Low Proficient), indicating that all the participants struggled with basic operations in Mathematics. After the intervention, post-test results revealed notable improvement. The gamification group achieved 68.5 (Nearly Proficient), the counters group 62.8 (Nearly Proficient), and the control group 58.6 (Nearly Proficient). Statistical analysis confirmed that these improvements were significant for all groups: gamification (t = -8.51, df = 29, p < .001), counters (t = -9.07, df = 29, p < .001), and control (t = -7.48, df = 29, p < .001). the null hypothesis was rejected in all cases, indicating that the interventions had a measurable effect on learners’ numeracy skills. Keywords: Numeracy Skills, Counters, Gamification, Intervention, Struggling Learners, Mathematics Education.

The use of appropriate classroom discourse is vital to realize good performance in mathematics in secondary schools in Kakamega County, Kenya. The objective of this study was to determine the influence of the interaction between Mathematics teachers' classroom discourse and content knowledge on students' performance in Mathematics. TPACK theory guided the study using the descriptive survey research design. The target population was the 801 Mathematics teachers in public secondary schools in Kakamega County. A sample of 80 Mathematics teachers was selected by a combination of purposive and simple random sampling procedures. Questionnaire, interview schedule, an Observation Schedule, and document analysis guide were used. Data collected were analyzed using descriptive and inferential statistics. ANCOVA was used to test the null hypothesis. Results revealed that teachers' classroom discourse and their Mathematics content knowledge levels do not significantly interact to influence students' academic achievement. These findings have important implications in Mathematics education and are of practical value to teachers, the Teachers Service Commission, the Ministry of Education, as they provide useful information that may be used to formulate policy on how Mathematics classroom discourse should be implemented in order to improve the current students' low performance in mathematics.

This review article investigates measures aimed at low-performing students in mathematics in general classroom settings in primary and middle school education, as described by 24 empirical studies published after The Organization for Economic Co-operation and Development (OECD)'s 2016 report on low performance in mathematics. The article identifies how low performance in mathematics is defined, what measures have been studied, and the implications both for teaching and for future research. The results show considerable variation in the way low performance is defined as well as a predominance of quantitative intervention studies. Four key areas in which measures have been taken were identified: teaching organization and structure, the use of tools and aids, students' own learning strategies, and in specific mathematical content. The review highlights that measures aimed at individual students often yield limited outcomes and suggests a need to shift toward more inclusive and collaboratively-oriented teaching practices. Further, it underscores the importance of teacher competence, classroom stability, and content-specific didactics for enhancing learning outcomes. Finally, the article argues for increased focus on qualitative studies relating to inclusive teaching practices that also include those students who struggle with mathematics.

OPINION article Front. Public Health, 06 May 2013 | https://doi.org/10.3389/fpubh.2013.00014

Review question/objectives This systematic review will be undertaken to answer the following review question: ‘What is the effectiveness of computer-based interventions in enhancing outcomes of stroke survivors?’ The primary objectives of this systematic review are: To present the best available research evidence pertaining to the effectiveness of computer-based interventions in optimising stroke survivors' physical and psychosocial outcomes. To determine the effectiveness of computer-based interventions in improving knowledge and self-care self-efficacy among stroke survivors. The secondary objectives are: To determine the effectiveness of computer-based interventions in enhancing stroke survivors' satisfaction with care provided. To determine the effectiveness of computer-based interventions in reducing health services utilisation among stroke survivors. The specific review questions to be addressed are: What is the effectiveness of computer-based interventions in enhancing stroke survivors' physical outcomes (for example, functional ability) and psychosocial outcomes (including depression, self-esteem, social participation, and quality of life)? What is the effectiveness of computer-based interventions in improving knowledge and self-care self-efficacy among stroke survivors? What is the effectiveness of computer-based interventions in enhancing stroke survivors' satisfaction with care provided? What is the effectiveness of computer-based interventions in reducing stroke survivors' health services utilisation? What is the effectiveness of different formats of computer-based interventions (for example: delivered via DVD/CD-ROM, internet-based, or computer programmes) on outcomes for stroke survivors? What is the effectiveness of computer-based interventions compared with usual care (for example: education using leaflet, group education, one-to-one teaching, face-to-face education led by lay leaders) on outcomes for stroke survivors? Background Stroke is the second leading cause of death globally.1 According to the World Health Organization, stroke accounts for about 5.7 million deaths worldwide, which constitutes 9.9% of all deaths in 2005.1 Although the mortality rate declined from 44.8% to 14.7% from 1997 to 2007, there are still about 795,000 people who experience a new or recurrent stroke each year.2 The number of people affected by stroke is estimated to continue to surge as the population ages.3 Stroke is also one of the leading causes of disability. Survivors of stroke are often left with different degrees of limitation in physical functioning such as hemiplegia.4 Negative consequences such as depression, restricted social functioning or loss of productivity may also result during the rehabilitation or recovery phases that lead to compromised quality of life.5–7 Post-stroke recovery is often long-term and multi-faceted, comprising physical, psychological and social aspects.8,9 Difficulties in managing their conditions post-stroke, such as coping with physical disabilities, psychosocial adaptation, community reintegration, adherence to medication and lifestyle changes, were often encountered by stroke survivors especially after being discharged to the community when healthcare professionals were not always immediately available.10–13 Provision of adequate information to stroke survivors is crucial during stroke rehabilitation and recovery. Effective information provision is not only associated with improvement in stroke knowledge and depressive moods, and increased patient satisfaction, but also better management of stroke survivors' conditions in daily life.14,15 The types of information that the stroke survivors regarded as important include medical issues, consequences of stroke, experiences of other stroke survivors, home recovery, sexuality and recreation.16 National guidelines recommended that the information offered should be individualised using appropriate communication formats, and be available at different stages of the recovery process. Opportunities for clarification or regular reinforcement of the information provided would be an advantage.14,17 However, despite numerous educational programmes or strategies examined to deliver information to stroke survivors, a systematic review evaluating the effectiveness of different information provision found that the use of booklets, leaflets or information packs were not associated with improvement in stroke survivors' knowledge of stroke, mood changes, perceived health status or quality of life.18 The time spent on providing information to stroke survivors was as low as 17.5% of the total amount of time the healthcare professionals spent on communication with the patients. Patients with aphasia in particular were offered the information in comparatively shorter time and with fewer topics.18 Furthermore, barriers to effective information provision to enhance stroke outcomes include limited availability of the information or information not being tailored to meet the patients' needs.17 Newer and innovative methods to deliver information to stroke survivors are warranted to enhance its accessibility and effectiveness on improving stroke care outcomes. Computer-based interventions, delivered via DVD/CD-ROM, internet-based, or computer programmes, have well-known advantages in providing an individualised learning environment with 24-hour convenient access to information. Features including graphics, audios, and videos can be incorporated to enhance the quality of educational materials, and to facilitate learning and promote understanding. Furthermore, they are characterised by enabling users to repeat, interrupt and resume their learning at will without being limited by other learners' learning pace.19 Computer-based interventions have been widely adopted as a useful adjunct to conventional health education for chronic diseases such as diabetes mellitus, resulting in positive outcomes.20 A review of the literature indicates that the application of computer-based interventions for stroke survivors is receiving increasing attention in recent years. A pilot study of seven stroke survivors and carers reported that a newly developed website focusing on stroke rehabilitation was easy to use and valuable in content. The participants suggested using larger fonts and darker colours for easier viewing.21 A randomised controlled trial evaluated the effectiveness of providing 133 stroke patients with computer-generated tailored written information.22 The results showed that the stroke patients were not only satisfied with the content and presentation of the information, but also found the tailored information more effective in fulfilling their information needs. However, no effect was found on their knowledge about stroke, self-efficacy, depression, or perceived health status.22 On the contrary, another randomised controlled trial which examined the use of an individualised computer program to deliver health education for 65 patients with transient ischaemic attack and minor stroke found no long term effects on enhancing knowledge of stroke.23 Stroke survivors may have limitations in physical functioning such as hemiplegia or aphasia. With the advent of information technology, modifications or alternatives in computer access such as voice control have been successful in facilitating stroke survivors' use of computers.24 It is clear from the literature that computer-based interventions are potentially beneficial to stroke survivors. A preliminary search of the Joanna Briggs Institute Library of Systematic Reviews, JBI COnNECT+, Cochrane Library, Medline, CINAHL, and DARE and PROSPERO databases indicate that there are no systematic review reports on this topic either published or underway. This systematic review will be undertaken to evaluate the effectiveness of computer-based interventions in enhancing stroke survivors' physical and psychosocial outcomes, improving knowledge and self-care self-efficacy, enhancing satisfaction with care, and reducing health services utilisation. Significance of the review Effective provision of information and care to stroke survivors is crucial to enhance the outcomes of stroke recovery. The results of this systematic review will provide vital information to clinicians and stakeholders to assist with decision-making about the use of computer-based interventions in clinical and community settings. Inclusion criteria Types of participants This review will consider studies that included adults aged 18 years or above who had had a first-ever or recurrent stroke, or are stroke survivors in the acute, rehabilitation or community settings, regardless of gender or ethnicity. The standard WHO stroke definition will be followed, that is, ‘a focal neurological impairment of sudden onset, and lasting more than 24 hours, and of presumed vascular origin’.25 (p.1-4) There are three major stroke subgroups, namely, ischaemic stroke, intracerebral haemorrhage and subarachnoid haemorrhage.25 We will exclude studies with participants who have transient ischaemic attack, subdural haemorrhage and epidural haemorrhage, as these are excluded from the standard WHO stroke definition. Types of interventions This review will consider computer-based interventions for adult stroke survivors. For the purpose of this review, the computer applications employed in the computer-based interventions include the use of DVD, CD-ROM, website, telehealth/telemedicine/telenursing/telecare, or other computer programme. The formats of information delivery in terms of texts, graphics, videos, discussion forums, interactive games or other means delivered via the computer applications will be included. Computer-based interventions delivered by healthcare professionals, trained voluntary stroke survivors, peers, or volunteers will be included. Types of comparisons Foreseen comparisons include: Comparison between computer-based interventions vs. usual care. For example, computer-based interventions vs. education using leaflet vs. group education vs. one-to-one teaching vs. face-to-face education led by lay leaders vs. other educational interventions for stroke survivors. Comparison between different formats of computer-based interventions. For example, interventions delivered via DVD vs CD-ROM vs website vs telehealth/telemedicine/telenursing/telecare vs computer programme. Types of outcomes This review will consider studies that include the following outcome measures: The primary outcomes of interest will include: Physical outcome: Functional ability is operationally defined as the degree of independence of a patient has in performing the various self-care and mobility activities of daily living tasks.26 Outcome measures include Barthel Index, Modified Barthel Index, and Functional Independence Measure. Psychosocial outcomes: Depression is operationally defined as having depressive symptoms of dysphoric mood, withdrawal, apathy, lack of vigour, hopelessness, cognitive impairment, and anxiety,27 Outcome measures include self-reported measures such as Geriatric Depression Scales (GDS-30, GDS-SF and GDS-4), Hospital and Depression Scale, and Center for Epidemiologic Studies Depression Scale. Self-esteem is operationally defined as self perceived worthiness or inadequacy, confidence about the appearance and body image, as well as the evaluation people make about their relationships with others in the various roles in their lives.28 Outcome measures include, but are not limited to, State Self-Esteem Scale and Rosenberg Self-Esteem Scale. Social participation is operationally defined as the level of participation in society that is possible when there is disability resulting from a health condition.29 Outcome measures include Frenchay Activities Index and London Handicap Scale. Quality of life would be assessed using generic or disease-specific quality of life instruments such as Stroke-Specific Quality of Life Scale (SS-QoL, and SS-QoL-12). Knowledge of stroke care. This would be measured by using knowledge tests assessing knowledge of risk factors, symptoms, treatments, information resources, and self-care management, and self-care behaviours. Self-care self-efficacy is operationally defined as stroke survivors' self-efficacy in performing self-care tasks during stroke recovery. Outcome measure includes Stroke Self-Care Self-Efficacy Questionnaire. The secondary outcomes of interest will include: User satisfaction, which is defined as the satisfaction of users with the computer-based interventions in terms of their usefulness, acceptability, ease of use, and their level of confidence in using the computer-based interventions. This would be assessed by using self-reported measures such as Computer Use Satisfaction Scale. Health services utilisation will be determined by number of emergency department visits, unplanned visits of an urgent nature to a hospital, and hospital re-admissions. Types of studies All randomised controlled trials (RCTs) comparing the effectiveness of computer-based interventions for stroke survivors will be considered for inclusion in this review. In the absence of RCTs or where insufficient RCTs were identified, other research designs including quasi-experimental, non-randomised controlled trials, before and after studies, prospective and retrospective cohort studies, case control studies and analytical cross sectional studies will be included. Exclusion criteria Studies will be excluded from the review if they: Were single case reports, narrative reports, literature reviews, systematic reviews, clinical guidelines, protocols, editorials, or expert opinion articles; Involved caregivers in the delivery of computer-based interventions, where data on caregivers was not reported separately from data on stroke survivors. Search strategy The search strategy will aim to obtain both published and unpublished studies in English and Chinese using a three-step approach. Firstly, the electronic databases will be searched to identify key words used in the titles and abstracts. Secondly, a more extensive search of the databases from inception to October 2012 using the detailed search strategies will be performed to identify potential articles for inclusion into the review. The search strategies will include the keywords, index terms and matched subject headings that are specific to each database. Thirdly, a hand searching of other sources of studies will be performed to identify studies or additional relevant source materials that are not located through the search strategies. It will include a manual search of relevant conference proceedings and journals, including Stroke, Disability and Rehabilitation, International Journal of Stroke, and Neurorehabilitation and Neural Repair. Postgraduate and doctoral dissertations will be searched for additional literature. An online search of databases and websites such as Google Scholar will also be performed to identify research studies relevant to the field of interest. Furthermore, the reference lists and bibliographies of all retrieved articles from all types of search will be screened to reveal additional relevant studies. The databases to be searched include: Articles published in English The electronic bibliographic databases to be searched will include: MEDLINE, CINAHL PLUS, EMBASE, Cochrane Central Register of Controlled Trials, All EBM Reviews, EBSCOhost, Health and Medical Complete, Health Sciences, ProQuest Dissertations & Theses, ISI Web of Science, Academic OneFile, Bandolier - Evidence Based Health Care, SCOPUS, Scirus.com, BioMed Central, and Centre for Reviews and Dissemination (CRD). Articles published in Chinese Electronic databases to be searched for primary publications written in Chinese will include: WanFang Data, China Journal Net, Chinese Biomedical Literature Database, Chinese Medical Current Contents, Hong Kong Index to Chinese Periodical Literature, Chinese Electronic Periodical Services, Chinese Electronic Theses & Dissertations Service, and Taiwan Electronic Periodical Services. The Chinese search terms will be based on the terminology used in Taiwan and China. Grey literature The databases to be searched for grey literature or unpublished studies will include: Dissertation Abstracts International, Digital Dissertations, Index to Theses, MEDNAR, Althealth Watch, Netting the Evidence, Lancashire Care Library and Information Service, Grey Literature Report (via The New York Academy of Medicine), National Library of Medicine Gateway, The Networked Digital Library of Theses and Dissertations, Academic Archive On-line, and Agency for Healthcare Research and Quality. The initial keywords to be searched will include: stroke* or cerebro vascular accident* or cva or apople* computer* or CD* or DVD* or online* or website* or web* or tele* educat* or information* or knowledge* recover* or rehabilitat* or communit* or home* Assessment of eligibility Two reviewers will independently assess the identified studies from the search for relevance to the review based on the title and abstract. The assessment will be performed using the inclusion and exclusion criteria regarding the types of studies, participants, interventions and outcome measures of the studies (Appendix I). If a research study is considered relevant and eligible for inclusion into the review, its full text will be retrieved. If the title or abstract of a study is inconclusive, the full text will also be retrieved for further assessment. Disagreement between reviewers will be resolved via discussion. The details of eligible studies will be stored in a bibliographic software package (RefWorks). In case of duplication publications, all available data will be evaluated by comparing the authors' names, settings, participants, interventions, outcomes, data and duration of the studies. Duplicated studies will be included only once. Assessment of methodological quality The methodological quality of eligible studies will be assessed independently by two reviewers using the Joanna Briggs Institute Meta Analysis of Statistics Assessment and Review Instrument (JBI-MAStARI) critical appraisal instruments for randomised and pseudo-randomised trials (Appendix II), comparable cohort/case control studies (Appendix III), and descriptive/case series studies (Appendix IV). Kappa statistics tests will be performed to assess agreement between reviewers. Any disagreements that arise between the reviewers will be resolved by discussion. Data collection Details of the included studies will be extracted and summarised independently by one reviewer using the standardised data extraction instrument from JBI-MAStARI (Appendix V). The data extracted will include specific details about the interventions, populations, study methods and outcomes of significance to the review question and specific objectives. A second reviewer will independently check for its accuracy. Discrepancies between the reviewers will be resolved by discussion. Data synthesis The included studies will be categorised according to the types of interventions investigated, namely CD-ROMs, DVDs, websites, telehealth or computer programmes. In order to minimize the risk of errors during data entry, all results will be subject to double data entry. Analysis of outcomes will be made using intention-to-treat results where possible. For continuous data that are collected using the same scale, the mean difference and 95% confidence interval will be calculated for each included study and used as the summary measure of effect; while for continuous data collected using different scales, the standardised mean differences and their 95% confidence interval will be calculated. For dichotomous data, relative risks, odd ratios and their 95% confidence interval will be calculated and used as a summary measure of effect. The studies will be assessed for clinical heterogeneity by considering the settings, populations, interventions and outcomes. If appropriate, quantitative results of comparable studies will be pooled in statistical meta-analysis using the JBI-MAStARI. Clinical heterogeneity of the studies will be assessed by considering the settings, formats of computer-based interventions and outcomes. The statistical heterogeneity of the combined studies will be tested using the I2.I2 describes the percentage of total variation across a study that is due to heterogeneity rather than chance. A fixed effects model will be applied for pooling if there is no clinical or statistical heterogeneity; while a random effects model will be used in the absence of clinical heterogeneity but with the presence of statistical heterogeneity. If statistical pooling of results of the included studies is not appropriate or possible, the findings will be summarised in narrative form including tables and figures to aid in data presentation where appropriate. In addition, subgroup analyses will be conducted to evaluate effectiveness in the following comparisons: Computer-based interventions versus usual care; Computer-based interventions versus no intervention; Computer-based interventions in different formats. Sensitivity analyses assessing the impact of studies with high risk of bias will be performed for addressing heterogeneity. Publication bias will be evaluated graphically using a funnel plot if there are a sufficient number of included studies. Conflict of interests The reviewers of this systematic review do not have any type of conflict of interest. Acknowledgements None.

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

Chronic exposure to stress has been linked to several negative physiological and psychological health outcomes. Among employees, stress and its associated effects can also result in productivity losses and higher healthcare costs. In-person (face-to-face) and computer-based (web- and mobile-based) stress management interventions have been shown to be effective in reducing stress in employees compared to no intervention. However, it is unclear if one form of intervention delivery is more effective than the other. It is conceivable that computer-based interventions are more accessible, convenient, and cost-effective. To compare the effects of computer-based interventions versus in-person interventions for preventing and reducing stress in workers. We searched CENTRAL, MEDLINE, PubMed, Embase, PsycINFO, NIOSHTIC, NIOSHTIC-2, HSELINE, CISDOC, and two trials registers up to February 2017. We included randomised controlled studies that compared the effectiveness of a computer-based stress management intervention (using any technique) with a face-to-face intervention that had the same content. We included studies that measured stress or burnout as an outcome, and used workers from any occupation as participants. Three authors independently screened and selected 75 unique studies for full-text review from 3431 unique reports identified from the search. We excluded 73 studies based on full-text assessment. We included two studies. Two review authors independently extracted stress outcome data from the two included studies. We contacted study authors to gather additional data. We used standardised mean differences (SMDs) with 95% confidence intervals (CIs) to report study results. We did not perform meta-analyses due to variability in the primary outcome and considerable statistical heterogeneity. We used the GRADE approach to rate the quality of the evidence. Two studies met the inclusion criteria, including a total of 159 participants in the included arms of the studies (67 participants completed computer-based interventions; 92 participants completed in-person interventions). Workers were primarily white, Caucasian, middle-aged, and college-educated. Both studies delivered education about stress, its causes, and strategies to reduce stress (e.g. relaxation or mindfulness) via a computer in the computer-based arm, and via small group sessions in the in-person arm. Both studies measured stress using different scales at short-term follow-up only (less than one month). Due to considerable heterogeneity in the results, we could not pool the data, and we analysed the results of the studies separately. The SMD of stress levels in the computer-based intervention group was 0.81 standard deviations higher (95% CI 0.21 to 1.41) than the in-person group in one study, and 0.35 standard deviations lower (95% CI -0.76 to 0.05) than the in-person group in another study. We judged both studies as having a high risk of bias. We found very low-quality evidence with conflicting results, when comparing the effectiveness of computer-based stress management interventions with in-person stress management interventions in employees. We could include only two studies with small sample sizes. We have very little confidence in the effect estimates. It is very likely that future studies will change these conclusions.