Academic Performance In Mathematics Research Articles

<span>Designing and using learning games for third graders to enhance mathematics performance and motivation</span>

Within the dynamic realm of competency-based education, the establishment of meaningful and engaging learning environments is crucial. Consequently, there has been an increasing scholarly interest in exploring the utilization of games in teaching and learning. However, most games in recent research aim to engage students in practice-and-drill activities. Our research focuses on the application of manually designed learning games, based on the Experiential Learning Theory, within a primary school in Ho Chi Minh City, involving 208 third-grade students. Using a quasi-experimental design with a pre-post intervention evaluation, the study aims to assess the impact of these games on students' academic performance in mathematics and their motivation towards the subject. The findings, derived from quantitative data analysis, reveal significant improvements in both academic performance and motivation post-intervention. This research contributes to the growing body of knowledge on gamified learning and offers practical methods to integrate student engagement. It underscores the value of well-structured, theoretically grounded learning games as an effective tool in modern educational practices, especially for complex subjects like mathematics at the elementary level.

Mathematics Teachers Instructional Competence, Learner- Related Factors In Relation To The Academic Performance In Mathematics 6

Mathematics Teachers Instructional Competence, Learner- Related Factors In Relation To The Academic Performance In Mathematics 6

Common Teaching Strategies of Mathematics Teachers and Learning Achievement of High School Students at Tacurong National High School

Students' academic experiences are greatly influenced by effective teaching methods, especially in topics like mathematics. This study explores the opinions of math teachers about using different teaching pedagogies with high school pupils. Without an organized plan, information could be shared that isn't relevant to the interests of the students, which highlights the need of using a variety of techniques to create positive discipline and encourage student motivation. Twenty-two high school math instructors from a public school in New Isabela, Tacurong City, Sultan Kudarat, were chosen as respondents using a Purposive Sampling Technique. The study uses a validated questionnaire to measure teacher impressions and uses a quantitative comparative design. To evaluate the collected data, statistical methods such as mean, One-way-analysis of Variance, and Tukey-Kramer were used. The computed F-value of 3.238 indicates that the results show a significant difference in the learning achievement of High School pupils in Mathematics when exposed to diverse teaching styles. This emphasizes how crucial it is to modify teaching strategies to meet the various needs of students. The study provides insightful information about how different teaching methods can improve students' academic performance in mathematics, laying the groundwork for further research and possible advancements in teaching methods. Comprehending the viewpoints of educators about these tactics can facilitate the creation of focused interventions aimed at enhancing the educational experience for High School Mathematics pupils.

Assessing the effectiveness of remedial strategies on senior one student's academic performance in mathematics and sciences

The study's primary objective was to evaluate the effectiveness of remedial strategies in enhancing the academic performance of senior one-level students in mathematics and sciences. Employing a qualitative approach, the research utilized a six-month observation period to assess the impact of remedial strategies implemented by twelve experienced mathematics and sciences teachers across three selected schools. The study focused on ensuring the validity and reliability of the evaluation methods, obtaining informed consent, and maintaining participant confidentiality. The observed remedial strategies included individualized instruction, small group tutoring, technology integration, hands-on learning activities, formative assessment and feedback, peer collaboration, parental involvement, and extended learning opportunities. The findings revealed that these strategies were pivotal in addressing students' various needs and raising a supportive learning environment conducive to academic success. Notably, there was a strong correlation between the successful implementation of remedial strategies and improved academic performance among senior one-level students in mathematics and sciences. The study recommended developing and implementing personalized learning plans for these students, emphasizing the importance of continuous professional development for teachers to optimize the utilization of identified remedial strategies.

Junior High School Mathematics Teachers’ Perceived Knowledge of Problem-Solving and Practices of Teaching Mathematics Through Problem-Solving in the Tamale Metropolis

This study focused on public JHS mathematics teachers’ perceived knowledge about problem-solving and the extent to which mathematics teachers employed problem-solving strategies. The sequential explanatory research design was adopted for this research. The study sample consists of eighty-six JHS mathematics teachers in the Tamale metropolis. Means and standard deviations were used to analyse the quantitative data. The thematic analysis was done on the qualitative data after it was transcribed. The results demonstrated that even though JHS mathematics teachers have good knowledge about problem-solving, they moderately used problem-solving instructional strategies in their lessons and highly used task-based instruction and cooperative learning strategies. Therefore, the researcher recommends a new paradigm of training teachers on problem-solving strategies for public JHS mathematics instruction. The headteachers must ensure that mathematics teachers are supervised and motivated to use problem-solving methods to enhance students’ academic performance in mathematics

Exploring the influence of non-cognitive skills on academic achievement in STEM education: the case of Kazakhstan

IntroductionThis exploratory study delves into the relationships between non-cognitive skills and academic achievement within the unique context of STEM schools in Kazakhstan.MethodsSurvey data were collected from 109 teachers and 395 students at a STEM secondary school in Kazakhstan. Correlational, regression and path analyses were conducted to explore the relationship between non-cognitive skills and academic performance in Mathematics, Computer Science, Physics, and Chemistry classes.ResultsThe results showed that out of the 26 skills, eight had a direct impact, 12 had an indirect impact, and six had no impact on academic achievement of students in the four STEM subjects.DiscussionThis study is the first to explicitly examine the impact of one group of non-cognitive skills on academic achievement of students in STEM subjects mediated by another group of these skills. Teachers are encouraged to integrate non-cognitive skill development into curricula, tailored to subject-specific needs. Policymakers can use findings to inform equitable skill development policies.

Investigating the Effect of Teacher Qualification on Students’ Performance in Mathematics Instruction in Asunafo North Municipality

Mathematics has a positive impact on the world, but students' performance in the subject is declining. Many researchers believe that one of the causes of this decline is the lack of qualified teachers. To investigate this further, a study was conducted in the Asunafo North Municipality to examine the effect of teacher qualifications on students' performance in mathematics classrooms. A descriptive survey research design was utilized to conduct this study which included 76 respondents, consisting of 60 students (WASSCE candidates) and 16 final year mathematics teachers. This was done through a purposive sampling technique for the sample of teachers and a simple random sampling for the selecting of the WASSCE students. Data was collected through questionnaires and interviews, and analyzed using IBM SPSS version 23. Descriptive statistics such as frequencies, percentages, mean, and standard deviation were used, as well as paired samples T-test to answer the hypothesis testing. The results of the study showed that students taught by highly qualified teachers performed better than those taught by less qualified teachers. This indicates that teacher qualification has a significant impact on students' performance in mathematics. The study concludes that teacher qualification is a major factor affecting students' academic performance in mathematics. Based on the findings, it is recommended that education stakeholders in Ghana, including the Ministry of Education, should employ only qualified teachers who are graduates or masters’ holders with teaching qualifications to teach mathematics at the SHS level.

Exploring the influence of musical training on mathematical creativity

Studies generally affirm a positive association between musical instruction and mathematics performance, although conflicting views persist. No prior study has been found examining the potential impact of music training on mathematical creativity and limited research has addressed the relationship between this instruction and overall creativity. This study aims to validate the positive effects of musical training on mathematical performance and explores the role of mathematical creativity in this relationship, addressing a research gap. For this purpose, 220 students of the third year of compulsory secondary-school education (62 of whom combined compulsory education with musical studies at the conservatory) underwent two tests to assess their mathematical creativity and academic performance in mathematics. The results revealed that the percentage of students with high mathematical creativity is relatively small (5.9 % of the participants). Besides, a moderate and positive correlation (r = 0.504) between both variables was found. However, in some cases, there was a lack of association between the scores of the two tests suggests diverse educational implications, as the presence of mathematically creative students whose potential may remain hidden due to average academic performance in this discipline. Furthermore, students who received musical training demonstrated greater mathematical creativity, even after considering the effect of higher academic performance in mathematics, suggesting that musical instruction enhances creativity in the domain of mathematics.

The Effectiveness of the Jigsaw and Traditional Teaching Methods on Math Anxiety, Attitude and Performance

This study was conducted to compare the effectiveness of cooperative learning on mathematics anxiety, attitudes towards mathematics, and mathematics performance of the 12th-class Private school students of Herat City by using a quasi-experimental study. The statistical population included 650 individuals who were all high school students. 40 individuals were selected in two 20-individual groups by the multistage cluster random sampling method. The Math Anxiety Scale (Baloglu & Zelhart, 2007), the Mathematics Attitude Scale (Fennema-Sherman, 2000), and teacher-made tests of mathematics academic performance were used to collect data. The Jigsaw cooperative learning model was used to monitor the effectiveness of the presence or absence of cooperative learning, and the data were analyzed using SPSS software and one-way covariance analysis (ANOVA). In this study, three hypotheses were formulated, and their results indicated that there is a significant difference between the Jigsaw cooperative and traditional learning models in terms of math anxiety, attitudes towards math, and mathematics performance of the 12th-class Private school students of Herat City. It is concluded that the Jigsaw cooperative learning model can be used as one of the effective methods in schools to reduce mathematics anxiety, foster a positive attitude towards mathematics, and enhance the 12th-class Private school students’ mathematics performance.

Study of Academic Achievement of Mathematics Subject in the Context of Study Habits of Students

Students have different study habits from one another and from location to location. It is a crucial component of education since students' study practices have a big effect on their achievement in academics. Parents, educators, administrators, and members of the public are increasingly concerned about the poor level of mathematical comprehension in our country. Researchers and educators have worked very hard to determine the causes of the low performance in the subject. Despite all of these initiatives, the issues persist. Students' study habits are a powerful indicator of both their academic performance in mathematics and the quality of their education. It is unrealistic to expect students to acquire all there is to know about a subject from their teachers in the classroom; students' study habits are a combination of what they learn in and outside of the classroom. Sorenson (1991) listed several beneficial study habits, one of which is that the main goal of study should be understanding. One must focus on this for an extended period of time rather than rushing through. Effective study techniques, according to Crow & Crow (1992), include setting up a specific workspace, creating a timetable, and taking concise, well-organized notes.

Students’ psychological variables connection with secondary school students’ academic performance in mathematics

PurposeThe study’s objective was to ascertain the connection between secondary school students' test anxiety, academic self-concept, motivation and academic performance in mathematics. The difference between the academic performances of male and female secondary school students who exhibit high and low test anxiety, academic self-concept and motivation levels in mathematics.Design/methodology/approachFour hypotheses and four research questions were adopted. The design is a correlation. 42,299 mathematics students in senior school year two (SS2) made up the research population. A sample of 1,650 students was selected through a multi-stage sampling procedure. The main instruments used were the Mathematics Test Anxiety Questionnaire (MTAQ), Academic Self-Concept Questionnaire (ASQ) and Academic Motivation Questionnaire (AMQ) and students’ math scores. These instruments were validated by three experts and the reliability coefficients of 0.69, 0.68 and 0.68 were obtained for MTAQ, ASQ and AMQ, respectively, using Cronbach alpha. Pearson product moment correlation was used to analyze the data.FindingsThe study’s results showed a correlation between secondary school students' academic performance in mathematics and test anxiety, academic self-concept and motivation. There was a significant difference between secondary school male and female students' test anxiety; there was a significant difference between secondary school male and female students' self-concept and academic performance in mathematics, and there was a significant difference between secondary school male and female students' motivation and academic performance in mathematics.Originality/valueThe major contribution of this study is to investigate the connection between test anxiety, academic self-concept motivation and students’ mathematics performance. There is a difference between psychological variables, gender and mathematics performance.

AN EXPLORATORY STUDY ON HOW MALE SECONDARY SCHOOL STUDENTS' ACADEMIC PERFORMANCE CONNECT TO THEIR MATHEMATICS ANXIETY

Given that it is a required subject in both elementary and postsecondary education, mathematics has been identified by some students as being challenging. Numerous studies have been conducted on various facets of mathematics. However, further research on the psychological characteristics of males in math classes in secondary schools in Delta State is needed, which is why this study was conducted. The study aimed to determine if test anxiety levels among male secondary school students and their academic performance in mathematics are related. Two research questions and two hypotheses were used in the study. The study's design was a correlation. The research population consisted of all 1650 senior secondary year two (SS2) math students in Delta State. A sample of 771 male students was selected using a multistage sampling process. The Mathematics Test Anxiety Questionnaire (MTAQ), which was validated by three experts, was the instrument used to collect data. The reliability coefficient, calculated using Cronbach's alpha, was 0.69. The students’ mathematics scores represent their academic performance. To analyze the data, Pearson product-moment correlation was employed. The study's findings demonstrated that test anxiety levels did not correlate academic performance of male students in secondary school mathematics. Furthermore, there was a sizable gap among male secondary students who had high and low anxiety in math.

THE INFLUENCE OF GROUP DISCUSSIONS ON PERFORMANCE OF PUPILS IN MATHEMATICS IN MADI OKOLLO DISTRICT: A CROSS SECTIONAL STUDY.

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.

Anxiety's Impact on Mathematics Ability in Tanzanian Secondary School Students: A Singida District Case Study

Professionals in the fields of science, technology, engineering, and mathematics are in greater demand globally. Numerous governmental and commercial organizations have redesigned education and encouraged training to improve workers' and students' math and science proficiency in order to successfully meet this need. Programs for education and training usually aim to increase participants' understanding of math and science. Tanzania's consistently low math success has alarmed many, including the government, which has led them to investigate potential reasons for the poor performance. It is thought that students' experiences with mathematics anxiety have an impact on their mathematical achievement. This study looked into how secondary school students in Singida district's area performed academically in relation to math anxiety. The study's sample consisted of 1150 students who were selected from twelve secondary schools in the Singida area. To gather data, standardized questionnaires with closed-ended questions were distributed to participants. The study made use of the respondents' terminal exam results in mathematics. To examine the gathered data, both descriptive and inferential statistics were applied. Overall, the findings demonstrated a statistically significant ( 0.025-two tailed) impact of mathematics anxiety on students' academic performance in mathematics. A correlation coefficient, r=0.425 suggests a substantial, positive association or relationship between the impact of math anxiety and math performance. When all other factors are maintained constant, a regression analysis using the equation

The determinants of school performance in selected MENA countries: what role of the education system’s characteristics?

Based on data from the 2011 TIMSS international survey related to the 2nd year of secondary school of eleven MENA countries, this work aims to identify the characteristics of the educational system that influence the students' academic performance in mathematics in these countries, while highlighting the case of Morocco. The estimation of an empty three-level model, to explain the probability of achieving a score of 400 points or more in mathematics, showed that a significant and non-negligible part (8.04%) of the total variance is due to the differences between the characteristics of the countries. The results of this study showed that, particularly in Morocco, students' academic performance could be improved by providing autonomy to schools to choose the syllabus, by making preschool a obligatory educational cycle and by increasing the volume of time reserved for teaching mathematics.

Investigating the Impact of Parental Factors on Students’ Academic Performance in Mathematics: A Comparative Analysis of Motivation, Provision of Instructional Materials.

This study sought to investigate the impact of parental factors on students’ academic performance in mathematics: a comparative analysis of motivation, provision of instructional materials in Oredo Local Government Area of Edo State. To guide the study, three hypotheses were formulated and were tested at 0.05 alpha level of significance. The descriptive survey was used as the design for the study and the population consisted of 2, 516 SSII students in the six selected schools out of the 14 public senior secondary schools in Oredo Local Government Area of Edo State. The sample of the study consisted of 250 SSII students which represented about 10% of the population. The instrument used for the study was a constructed questionnaire titled “Parental Mentoring Strategies and Students Academic Performance in Mathematics” (PMSAPMQ). The instrument was of four sections. Section A comprised 10 items on parental mentoring strategies; Section B consisted of another 10 items requesting responses on parental motivation; section C comprised 10 items on parents’ provision of instructional resources and finally Section D requests for students’ academic score in Mathematics in their last term. Three experts, one in the field of Measurement and Evaluation, one in Educational Planning and Administration while the other expert in Counselling Psychology validated the instrument. The test-re-test reliability method was used and the data collected was analysed using the Pearson Product Moment Correlation. The instrument yielded correlations coefficients of 0.89 for parental mentoring strategies; 0.77 for parental motivation and 0.85 for parental provisions of instructional materials. The instrument was administered to the selected sample and data collected was analysed and results showed that there was a significant influence of parental motivation, parents’ provision of instructional materials and parental mentoring strategies on students’ academic performance in Mathematics in Oredo Local Government Area of Edo State. Based on the findings of the study, it was therefore recommended that parents and teachers should make use of motivation, provision of instructional materials mentoring strategies to enhance students’ academic performance in mathematics in secondary schools in Oredo Local Government Area of Edo State.

The impact of the double reduction policy on the academic achievements of Chinese secondary school students in mathematics: A case study of Yuncheng city, Shanxi province

This paper discusses China’s “double burden reduction” policy and its impact on student’s academic performance, especially in mathematics this subject. The discussion covers the background of the specific policy, the controversies in its implementation, and previous research on its impact. The study aimed to explore the effect of policy on student performance in mathematics—the methodology involved semi-structured interviews with 26 participants, mainly conducted in Yuncheng City, Shanxi Province. The research result shows the implementation of the double reduction policy, especially in reducing homework, has largely been well received whereas the policy has had little impact onstudents’academic performance in mathematics. The interaction of this provision with the double reduction policy and its specific impact awaits further observation and research.

Impact of Teaching through Improvisation on Academic Performance in Mathematics among Students in Public Day Schools in Nyarugenge District

Impact of Teaching through Improvisation on Academic Performance in Mathematics among Students in Public Day Schools in Nyarugenge District

Improving Indonesian Language Learning Outcomes Through Quizizz Learning Media In Elementary Schools

The COVID-19 epidemic has significantly affected the education sector, resulting in a shift from traditional offline learning to online platforms. Quizizz is a media tool that teachers can utilize during online learning. The objective of this study is to ascertain whether the utilization of Quizizz as a learning medium has an impact on students' academic achievements. The research methodology employed is quantitative, utilizing a pre-experimental research design. The participants consisted of 26 fourth-grade kids. The data collection methods employed included the utilization of tests and questionnaires. The pre-test score yielded a mean result of 65.19, whereas the post-test score yielded a mean result of 88.08. Based on the research data analysis conducted using SPSS version 25, the results of the paired sample t-test indicate that the two-tailed significance value (sig) is 0.000, which is less than the significance level of 0.05. Therefore, we may conclude that the null hypothesis (H0) is rejected and the alternative hypothesis (H1) is accepted. The study findings suggest that the utilization of Quizizz as a learning tool has a significant impact on students' academic performance in mathematics when accessed online at SDN Gunggung Sumenep.

Factors influencing effective teaching and learning of mathematics: A case of selected secondary schools in Lusaka District, Zambia

Effective teaching in mathematics is crucial for students to develop a deep understanding of the subject, foster problem-solving skills, and cultivate a positive attitude toward math. While mathematics can be challenging for many students, a well-crafted teaching approach can make a significant difference in their learning experience. Hence, this study was carried out in Lusaka district and it aimed at investigating factors influencing effective teaching and learning of mathematics in secondary schools of Lusaka district in Zambia. The study was based on three major objectives: (i) to identify factors leading to poor learner academic performance in mathematics in selected secondary schools in Lusaka district, (ii) to establish challenges associated with the teaching and learning of mathematics in selected secondary schools in Lusaka district, and (iii) to suggest measures to promote effective teaching and learning of mathematics in selected secondary schools in Lusaka district. The study employed both qualitative and quantitative methods and a descriptive survey design that sampled head teachers, teachers, and pupils. Data was obtained from the respondents by means of interviews and questionnaires. Data were analyzed by the use of software; Statistical Package for Social Sciences (version 26) and Microsoft Excel (version 16). Frequency tables, graphs, figures, and pie charts were also used to analyze the data. The study established that improving teacher deployment, procurement of textbooks and acquiring of personal study materials by pupils, proper time management among pupils on studies, consistency in class attendance, constructing math labs well equipped with textbooks and relevant instruments, and improving on monitoring and inspection to ensure consistency among teachers were among key factors that would influence/ promote effective teaching and learning of mathematics in secondary schools. The study therefore called for greater attention from school administrators, parents, the government, and other relevant stakeholders to cooperate and find ways of addressing challenges that are associated with the teaching and learning of mathematics in a bid to improve learner academic performance in secondary schools.