Trends in Mathematics Performance Among Taiwanese Secondary School Students in an International Context

Stakeholders in education must understand the relationship between students' mathematical performance and their mathematical skills in order to develop a more effective mathematics curriculum and education. It is on this basis that this study examined mathematical skills as a predictor of students’ performance in secondary school mathematics in Ogun State, Nigeria. The survey design used for this study was descriptive. The population of this study consisted of all Senior Secondary School Two (SSS2) students in Ogun State. Four hundred eighty (480) secondary school students from the SSS2 class comprised the study sample. In this study, simple random and purposeful sampling methods were used. Purposive sampling technique was used to select twelve (12) schools among secondary schools in Ogun State, while the simple random sampling technique was used to select forty (40) respondents from each school. For this study, two research questions were used. The instruments used for data collection are: Mathematics Performance Test (r = 0.762); Numerical Skills Test (r = 0.86); Spatial Reasoning Test (r = 0.78); and Problem-solving Style Questionnaire (r = 0.82). The results showed a significant positive relationship between mathematical skills and students’ performance in mathematics. The correlation of independent variables in relation to the performance of students in mathematics is as follows: Numerical skills (r=0.122,p<0.05); Spatial skills (r=0.182, p<0.05); and Problem-solving skills (r=0.139,p<0.05) respectively. It was further revealed that mathematical skills relatively contributed to students’ academic performance in mathematics. It was then concluded that mathematical skills are an important factor that enhances students’ performance in mathematics.

There is poor performance in mathematics among secondary school students in Delta State, Nigeria. Teachers, Parents, the government are all complaining about the poor performance of students in mathematics, and they are trying to find out how this problem can be solved. Many kinds of research have been carried out trying to find out the real cause of students’ poor performance in secondary mathematics, but they fail to focus much attention on the variable ‘study skills’ as one of the causes. The study is a survey type. Five hundred (500) students were sampled from 25 Government secondary schools, Delta State of Nigeria, through random sampling. The instrument used in gathering data for this study were the students’ Study Skills Questionnaire (SSSQ) and centrally set examination results from the state ministry of education. The result from the state ministry of education was used to gather data on the students’ performance in mathematics, while the questionnaire was used to gather information on students’ study skills. Two hypotheses were stated to guide the study, which was tested at a 0.05 level of significance using the SPSS and t-test statistic to analyze the data obtained. The result shows that there is a significant influence on students’ study skills and their performance in Mathematics. There was a significant difference between students who possess good study skills and those with bad study skills.

Success in Mathematics is valued in all societies in view of the fact that it forms a strong foundation for a country’s advancement in science, technology, financial and human capital development. This has made educational stakeholders to consider performance in Mathematics to be a major issue of concern in secondary schools. Nevertheless, the desired Mathematics learning outcomes amongst secondary school students in Kenya and especially in Nyahururu and Laikipia North Sub-Counties has not been outstanding. Hence, this study examined the influence of school culture on secondary school students’ performance in Mathematics in Nyahururu and Laikipia North Sub-Counties of Laikipia County in Kenya. Specifically, the study examined the influence of school culture in terms of assessment strategies, school schedule for classes and school motivation strategies on students’ performance in Mathematics. This study was based on conflict theory. By using ex post facto research design, data was collected from a sample of 393 respondents in both Sub-Counties. The Central Limit Theorem of selecting 30% of the population as the sample size was used to select 16 secondary schools which were classified as single sexed boys’ schools, single sexed girls’ schools, mixed day schools and mixed boarding secondary schools. The study applied stratified random sampling technique in order to distribute respondents proportionately to the four-school type stratus. Data collection was done using both students’ and their Mathematics teachers’ questionnaires as well as personal interviews for their principals. Students’ Focus Group Discussions were also used for the purpose of triangulation of data. Research instruments’ reliability was estimated using test-retest and was at an average of r=0.8 (80%) while validity was determined by piloting the research instruments in four schools that were in the study area and the changes that emanated and were found to be ideal were integrated. The nominal data was analyzed using frequencies and percentages and ordinal data was analyzed using regression analysis at 0.05 level of significance using Statistical Package for Social Sciences (SPSS). The study revealed that a statistical relationship exists between school culture and students’ performance in Mathematics with Linear Regression analysis at (r2=0.629; p>0.0404). These study findings led to lessons and implications on heightening students’ performance in Mathematics which comprise the need for school managers to formulate policies that address issues that affects their school’s cultural factors as these factors influence students’ performance in Mathematics directly. There is a need for educational stakeholders to realize the need for adequate resources to all schools regardless of their gender composition as their availability enhances students’ performance in Mathematics. Finally, there is a need for Mathematics teachers to create or identify social and personal factors that create an ideal believe about the source of academic success as it influences students’ performance in Mathematics.

Performance in Mathematics is valued in all societies due to its strong foundation for a country’s scientific development. Consequently, performance in mathematics is a global issue of concern at the high school level of education. Further, Mathematics performance in Kenyan secondary schools has been wanting, especially in both Nyahururu and Laikipia North Sub-Counties. Hence, this study examined the influence of school type in terms of mixed day secondary schools, mixed boarding secondary schools, single sexed boys, and single sexed girls’ secondary schools. The study employed a descriptive survey research design. Data was collected from a sample of 393 respondents from both Nyahururu and Laikipia North Sub-Counties. The Central Limit Theorem was used to select 16 secondary schools. The study applied a stratified random sampling technique in order to distribute respondents proportionately to the identified school types. Data was collected from both students and their Mathematics teachers using questionnaires, while personal interviews were used to collect data from school principals. Students’ focus group discussions were also used to triangulate data. The reliability of the research instruments was estimated using test-retests, while validity was determined by piloting the research instruments. The analysis of data was done using frequencies, percentages, and linear regression analysis at a 0.05 level of significance using the Statistical Package for Social Sciences (SPSS). The study revealed that there was a statistical relationship between school type and students’ performance in Mathematics with Linear Regression analysis at (r2=0.639; p>0.0423) in the Nyahururu sub-county and (r2=0.693; p>0.0475) in Laikipia North sub-county. These study findings led to the conclusion that there is a need for education stakeholders to pay more attention to factors that seem to influence girls’ performance in Mathematics negatively compared to their male counterparts.

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.

This research was conducted to find out whether or not there exist a relationship between the variables-levels of testwiseness and performance in mathematics among secondary school students in Bauchi metropolis.The study which used survey and correlational research designs was guided by two research questions and three hypotheses.The instruments for data collection were the results of the State-administered mock SSCE Mathematics examination and a Students' Testwiseness Questionnaire.Percentages, Pearson Product-Moment Correlation, Chi-square test and the t-test for independent samples were used for the data analysis.Findings revealed that more than half the numbers of students have low and moderate level of testwiseness;a positive relationship exists between level of testwiseness and students' performance while no relationship was found between gender and level of testwiseness.It was recommended that mathematics teachers in secondary schools in the metropolis need to consciously make instruction in test-taking skills part of their teaching sessions especially among femalestudents and students who are not resident in the schools,if they are to help them to maximize their performance in the subject. I. Background of the StudyMathematics as a subject is important in the technological development of every nation and its place in the advancement of knowledge especially Science-based courses cannot be overemphasized.However, over the years, performance of candidates in Mathematics in Nigeria has been on a downward trend especially at the secondary school level (Ozigbo, 1992).For example, Mustapha, 2012 posited that performancein WAEC/SSCE Mathematics for the period 2010 -2012 shows that performance was poor with only 15.4% passes at credit level on the average while failure rate within the same period was as high as 72.8% (p.2).Also, Ayodele (2001, p.6) documented the trend of performance from 1996 to 1999 for English Language, Mathematics, Agricultural Science, Biology, Government and Economics using bar graphs and established that "the bar for F9 in English and Mathematics was much higher than those for other subjects combined".Some factors that could be held responsible for the dismal state of performance of students in Mathematics include difficult nature of subject-matter, poor teaching methods, and attitude of both teachers and students to the subject (Attah, 2007).However, issues which bother around nature of the Mathematics tests and examinations and conditions of testees at the time of examinations are often neglected.Such issues include the level of skills possessed by the student taking the test and the presence or absence of anxiety among the students.These factors have been found to have significant effect on students' performance in Mathematics tests.Mathematics teachers at the secondary school level often neglect the issue of the extents to which students possess the requisite test taking skills to take tests and examinations in Mathematics.Testwiseness (variously called test-taking skills, test expertise or test sophistication) emanates from testees regular taking of examinations and can confer a significant advantage to the experienced testees over those that are not experienced.It was Thorndike (1951) who first brought forth the concept of testwiseness as a variable in test performance.He sees it as a prominent source of score variance on cognitive tests second in influenced only to individual's cognitive ability.Millman, Bishop and Ebel (1965, p.707) see testwiseness as the "subjects' ability to utilize the characteristics and formats of the test and/or the test taking situation to receive high score".They are also of the view that testwiseness is logically independent of the examinee's knowledge of the subject-matter for which the items supposedly measures.Mustapha (2001) had found out in a study that the nature and level of possession of test-taking skills is an important factor in the performance of students especially in Mathematics tests.Apart from the usual awareness that a test is approaching and a general idea of what to expect in such test, a student need to be able to give a good account of himself/ herself in the test otherwise they may not be able to maximize their performance in the test.Testwiseness is that quality possessed by a student at a particular period which enhances his/her performance in a test.The issue of possession of these skills has however, not been given considerable attention in Nigeria (Mustapha, 2009).Some students have good understanding of

Objective: This study aimed to examine the relationship between teacher characteristics and both mathematics anxiety and mathematics performance among secondary school students. Methods and Materials: Employing a descriptive-correlational research design, the study focused on a statistical population of high school students in Mysore, India. A sample of 400 students was selected using a multi-stage cluster sampling method. Participants completed the Mathematics Anxiety Scale (MAS), a mathematics achievement test (comprising problem-solving and calculation questions), and a teacher demographic questionnaire (including teacher age, education, and years of experience). Data were analyzed using multiple regression techniques. Findings: The findings indicated that teacher characteristics (age, education, and years of experience) were significantly negatively correlated with mathematics anxiety, while demonstrating a significant positive correlation with mathematics performance. Additionally, multivariate regression analysis revealed that the combination of these teacher characteristics serves as a strong predictor of both mathematics anxiety and mathematics performance. Conclusion: In light of these results and the importance of teachers' educational qualifications in influencing mathematics anxiety and performance, it is recommended that teacher preparation and employment practices prioritize candidates with higher educational degrees. Furthermore, all teachers should receive comprehensive training in general, specialized, and pedagogical subjects through universities or other teacher preparation institutions.

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

Conventional teaching method alone cannot enhance the mathematical creativity and thinking skills needed in the 21st Century. Therefore, modern teaching methods are needed to facilitate students’ problem-solving skills. This study examined the effect of the problem-based learning (PBL) approach on students’ academic performance in senior secondary Mathematics. The pretest-posttest control, quasi-experimental design, was adopted in the study. An intact class of Senior Secondary School (II) Mathematics students (108) from two randomly Selected Senior Secondary schools in Akinyele Local Government Area, Oyo State, Nigeria, were used selected. Four null hypotheses were formulated and tested using Analysis of Covariance at the alpha level of 0.05. Results revealed that problem-based learning approach enhanced students’ academic performance in Mathematics (F1, 108= 7.130; p = (.009) < .05). It also revealed that gender has no main effect on the academic performance of students (F1, 108= .051; p = (.821) > .05). In addition, there was no significant interaction effect of PBL and gender on students’ academic performance in Mathematics (F1, 108= .000; p = (.985) > .05), and; there is a significant main effect of PBL on the quantitative ability of students (F1, 108= 6.756; p = (.010) < .05). It was recommended that stakeholders in education and the government need to train and retrain teachers on adopting the PBL approach in Mathematics classrooms to enhance students’ academic performance.

This study aimed to explore the effect of teachers’ motivation on students’ academic performance in mathematics in public lower day secondary schools in Rwanda, specifically the case of Kirehe district. The study had three specific objectives which were to determine the influence of recognition and rewards of teachers on students’ academic performance in mathematics in public lower day secondary schools in Kirehe District, to determine the influence of in-service training of teachers in improving academic performance of students in mathematics in public lower day secondary schools in Kirehe District, to investigate the influence of teachers’ remuneration and incentives on students’ academic performance in mathematics in public lower day secondary schools in Kirehe District. The results of this study will support the Ministry of Education (MINEDUC), along with its bodies NESA and REB, which are responsible for monitoring and evaluating the academic performance of secondary schools, in making informed decisions on initiatives to address challenges faced by teachers and school management. Findings of this study will also enrich the existing knowledge and literature on teacher motivation, primarily benefiting academicians. One theoretical frame work, Self-Determination Theory underpinned and supported this research. In this research, descriptive survey design for quantitative and qualitative data collection and analysis were implied. The study gathered data through questionnaires and interview guides. Specifically, the questionnaires were made for Mathematics teachers while interview guides were designed for deputy head teachers and school head teachers. The study’s target population was 348 respondents made of 232 Mathematics teachers from Public lower day secondary schools, 58 deputy head teachers and 58 school head teachers from all public lower day secondary schools in Kirehe district, Rwanda. The selection of the participants for this study employed various methods, including both simple random and purposive sampling techniques. A sample size of 186 was chosen by using Yamane formula. The quantitative and qualitative data analysis in terms of frequency, percentage, mean, standard deviation, correlational analysis, Regression analysis, Analysis of Variance (ANOVA), and Regression Coefficient involved the use of Statistical Package for the Social Sciences (IBM SPSS 22.0) where each item from the questionnaires and interview guides was systematically categorized. Subsequently, the analysis revealed a strong positive correlation between students' academic performance in mathematics and teacher’s recognition and rewards (r = .901, p = .000). This suggests that when teachers are recognized and rewarded for their efforts, it positively impacts student achievement in mathematics. Additionally, a moderately strong positive correlation was found between students ‘academic performance in mathematics and in-service training of teachers (r = .701, p = .000). This implies that providing teachers with ongoing training and professional development opportunities contributes to improved student outcomes in mathematics. Finally, a moderately strong positive correlation was observed between students ‘academic performance in mathematics and teacher remuneration and incentives (r = .757, p = .000). This suggests that compensating teachers fairly and providing them with incentives can positively influence their effectiveness and, consequently, student achievement. The analysis demonstrates that all three teacher related factors: recognition and rewards, in-service training, and remuneration and incentives are significantly correlated with students' academic performance in mathematics in public lower day secondary schools in Kirehe district. To measure the results reliability, test and retest all methods were used in measurement of the reliability. The supervisor reviewed all data collection instruments items before the administration of data collection to ensure it validity. The research concluded by providing recommendations based on the findings of the study.

Despite governments’ interventions and education being an important sector in individual and national development, poor performance in Mathematics has been prevalent, and it has been connected to several variables related to schools, teachers, parents, students, and socioeconomic status. The decline in Mathematics performance deprives learners of rewarding opportunities like furthering education and career opportunities in several disciplines, including engineering, social sciences, arts, and medicine. This study aims to: establish the relationship between attitudes towards Mathematics and mathematics performance among Form three students in the Southeast sub-region. The study employed a correlational research design. The study’s targeted population of 1320 form three students in 8 junior secondary schools in the Southeast sub-region, Botswana. The research population is form three school students. Stratified random sampling techniques was utilized to choose a sample of four (4) schools and a sample size of 384 students, Simple random sampling was used to sample 200 girls and 184 boys. Affective, Behavioral, Cognitive (ABC) Model; guided the study. A Questionnaire was adapted as data collection instruments. Examination records served as a tool for measuring students’ mathematics performance. One school was the site of a pilot study, which was not part of the study, using a sample of 40 students (20 girls and 20 boys) to evaluate the accuracy and dependability of the research tools. The study employed both descriptive and inferential statistical procedures for data analysis. The descriptive statistics involved percentages, frequencies, and tabulations, while inferential statistics involved Pearson Product Moment correlation coefficient. The study hypotheses were tested at α = .05. Results from the analysis revealed that attitudes towards mathematics had positive significant relationship with mathematics performance (r (374) = 0.33, p < .05). The findings were expected to the expansion of knowledge in Mathematics education and other research fields.

This study compared the teaching personnel's competence in secondary school student’s academic performance in Mathematics. To this end, five research questions and two research hypotheses were proposed. The data was collected from twenty secondary schools in Ijebu-Ode, Ogun State. One hundred (100) students and teachers were selected to participate in this study. The instruments used were Students’ Attitude Towards Mathematics Questionnaire (SATMQ) and Teachers’ Attitude Towards Mathematics Questionnaire (TATMQ). T-test and regression statistics were used to analyse data at 0.05 level of confidence. The findings indicated that there was a statistically significant difference between the students’ attitude towards Mathematics in public and private secondary schools. Also, there was a statistically significant difference between the professional status of teachers in public and private secondary schools. This implied that there are more professional qualified teachers in public schools than their private school counterparts which could have positive influence on students’ academic performance in Mathematics. There was, however, no statistically significant influence of teachers’ competence on students’ academic performance of public and private secondary schools in Mathematics. Invariably, this implies that teaching personnel competence is not the only contributing factors on students’ academic performance in Mathematics. Therefore, there was no statistically significant influence of the students’ attitude on the academic performance of public and private secondary schools in Mathematics.

The study examined the influence of psychological and societal factors onstudents’ performance in mathematics at Senior Secondary School Level inIlorin metropolis of Kwara state. A simple random sampling technique wasused to sample three hundred secondary school students who suppliedinformation on the questionnaire. Each student was also given an academicachievement test to measure their performance in Mathematics. Averageweighted response and correlational analysis were used to test the hypothesis. The result showed that psychological and societal factors are a significant influence on academic performance of Senior Secondary School students. It was also found that psychological factors exert a great influence on performance in mathematics. Based on the result, the researcher recommends that teachers, counsellors and parents should understand the psychological aspects of learning on their students/children in order to enhance their academic performance in mathematics.

Mathematics is essential in Tanzania’s education system, yet secondary school students continue to perform poorly in national secondary school examinations (CSEE). This study explored the influence of students’ mathematical backgrounds on performance in secondary school mathematics in Arusha City. A qualitative design was employed, using semi-structured interviews with 14 participants (10 teachers and 4 students). Data were analyzed thematically to examine how foundational knowledge affects learning. Results revealed that students with strong primary mathematics backgrounds showed greater confidence, active participation, and improved achievement, while those with weaker foundations struggled with motivation and advanced concepts. Teachers highlighted the sequential nature of mathematics, stressing the need for mastery of primary content for secondary school success. The study concludes that background knowledge strongly shapes mathematics performance. Teachers should focus on strengthening background mathematical skills through diagnostic assessments, remedial programs, and interactive, student-centred methods in primary education to address learning gaps and enhance positive outcomes.

This quantitative study aimed to use discriminant analysis procedures, to develop a classification model to be used for prediction, to predict students’ performances in Mathematics in advanced secondary schools in Tanzania. The study was conducted in Iringa Rural District to model students’ performances in Mathematics in advanced secondary schools owned by the government. Secondary data of students’ performances in Mathematics of 126 students when they were form five in the year 2020/2021 were collected from academic students’ progressive reports and three distinct groups each contained 42 students’ performances were formed. The analysis was done by using R programming software and a seed of 66 was used during the data partitioning to create training and test datasets. The maximum posterior probability rule was used as a classification rule to assign students’ performances in Mathematics into three proposed groups which are: High, Medium and Low. The classification accuracy achieved by the classification model to classify students’ performances in the training dataset is 97.33%. During validation, the model achieved the classification accuracy of 96.08% to classify students’ performances in the test dataset. These findings imply that, the classification model is valid and reliable. Hence the model is convenient to be used for prediction, to predict students’ performances in Mathematics in Advanced Certificate of Secondary Education Examinations.