Student Achievement In Mathematics Research Articles

Estimating effects of teacher characteristics on student achievement in reading and mathematics: evidence from Swedish census data

ABSTRACT There is consensus that, for student achievement, teachers matter. However, providing reliable research evidence for the effects of observable teacher characteristics, such as qualification measures, has been difficult. The current study uses panel data based on register information from teachers and students to estimate effects of teacher characteristics on student achievement in mathematics and Swedish in Grade 6. Applying fixed-effects regression to a large sample of schools, we observed significant positive effects of several teacher characteristics. Having a teaching license was found to be one of the most important qualification measures, but teachers’ level of experience was also important for student achievement. The effects of teacher qualifications were generally stronger for mathematics than for Swedish.

Implementation Factors and Their Influence on Student Mathematics Outcomes

Assessing implementation allows for a better understanding of an intervention's effects and the mechanisms that influence its impact. Two main areas of implementation are (a) the quality with which an intervention is delivered and (b) instructors’ adherence to the programmed intervention. The current study used data from a kindergarten mathematics intervention program to (a) examine if and how treatment adherence was associated with implementation quality and (b) explore implementation measures’ relation to student mathematics outcomes. Results indicated high implementation scores across time for both adherence and quality. Neither treatment adherence nor implementation quality was found to relate to a general outcome measure of student mathematics achievement; however, both were similarly related to the curricular–aligned measure.

The Relationship between Mathematics Anxiety and Mathematical Performance among Undergraduate Students

Mathematics has become imperative for citizens of the new millennium, as it has become crucial for self-managed life activities. Still, the perception that "mathematics is a difficult subject" hinders students from handling the subject seriously. This type of phobia limits the students’ opportunity to select professions and study in prospective fields to guarantee a smooth career in the future. The purpose of this study was to determine how student mathematics anxiety affects student mathematics achievement. The sample for the survey was selected randomly. We proposed the hypothesis that “the levels of mathematical anxiety have a negative impact on mathematical performance”. Consequently, descriptive, correlation, and regression analyses have been carried out to prove our hypothesis. We used the Mathematics Anxiety Rating Scale questionnaire (A-MARS) developed by Richardson and Suinn (1972) for assessing mathematics anxiety and the General Entrance Exam (GEE) results in mathematics are considered the achievement criteria. The study’s results illustrated the negative linear correlation (r = -0.479, p <0.05) between mathematics anxiety and mathematical performance. In another world, the results show that mathematics anxiety negatively affects students' mathematical performance.

Searching for the impact of national culture dimensions on student achievement: implications for educational effectiveness research

ABSTRACT To explore the wider educational environment included in the dynamic model of educational effectiveness, this paper reexamines the association between student achievement and two national culture dimensions: Monumentalism-Flexibility and Collectivism-Individualism. Using Programme for International Student Assessment (PISA) 2018 data of 317,127 students, 12,058 schools, and 41 countries, we evaluated three-level regression models controlling for students’ socioeconomic status, gender, and grade; school’s average socioeconomic status; and countries’ wealth. The results of the multilevel regressions show significant negative associations of the two culture dimensions with student achievement in mathematics, science, and reading. However, our models indicate that Monumentalism-Flexibility is a better predictor of student achievement in mathematics and science, and that there is variation in effect sizes across domains. Implications for educational effectiveness research are drawn.

Relationship between Student Anxiety and Achievement in Mathematics among Secondary School Students in Ganze District Kilifi County Kenya

This article is based on a bigger study which sought to establish the relationship between affective factors with students` achievement in mathematics. The article shares findings from the study objective to establish the relationship between student anxiety and achievement in mathematics. Descriptive Survey research design on a sample size of 250 students used a mathematics anxiety rating scale and mathematics achievement test to collect quantitative data. The computational formula of Pearson`s product-moment correlation coefficient determined the null hypothesis, “there is no statistically significant relationship between student anxiety and achievement in mathematics”. The study found that there was a statistically significant positive correlation coefficient of between student anxiety and achievement in mathematics. This implies that student anxiety is indirectly proportional to achievement in mathematics. However, analysis based on gender differences contradicts the stereotype that females are always of higher anxiety levels towards mathematics than males. Males in mixed-boarding and mixed-day secondary schools indicated lower anxiety levels than females, unlike in single-sex boarding secondary schools where both genders indicated similar anxiety levels towards mathematics. The study recommends mathematics teachers have to build up friendly situation that avoids anxiety in a classroom environment for better achievement since student anxiety is indirectly proportional to achievement in mathematics

The effect of the exploratory method by playing on the achievement of primary school students in mathematics

هدف البحث إلى معرفة اثر الطريقة الاستكشافية باللعب في تحصيل تلاميذ المرحلة الابتدائية في مادة الرياضيات . ولتحقيق الهدف وضعت الفرضية الآتية :- - يوجد فرق ذو دلالة إحصائية عند مستوى دلالة(0.05)بين متوسطي درجات تلاميذ الصف الخامس الابتدائي في الاختبار ألتحصيلي للمجموعة التجريبية (الذين سيدرسون على وفق الطريقة الاستكشافية باللعب ) والمجموعة الضابطة (الذين سيدرسون على وفق الطريقة المعتادة). واختيرت عينة البحث من تلاميذ الصف الخامس الابتدائي في مدرسة عبد الكريم قاسم الابتدائية للبنين في الفصل الدراسي الثاني للعام الدراسي ( 2011 – 2012 ) م .وتكونت من (64) تلميذ وبالتعيين العشوائي اختيرت شعبة (ب) لتمثل المجموعة التجريبية بواقع (32) تلميذ وشعبة( ج) لتمثل المجموعة الضابطة بواقع (32) تلميذ.وكوفئت المجموعتين في ( العمر الزمني ،والتحصيل السابق في مادة الرياضيات ،المعلومات السابقة في مادة الرياضيات). أعدت( 23 ) خطة تدريسية لكل من المجموعتين التجريبية والضابطة ، وتم إعداد اختبار تحصيلي مكون من (30 ) فقرة طبق بعد انتهاء التجربة .وتم معالجة البيانات باستخدام الوسائل الإحصائية المناسبة منها( T-test لعينتين مستقلتين ،ومعادلة كيودر- ريتشارد سون 20 ) .

Effects of computer usage to support 4<sup>th</sup> grader mathematics learning: Comparative study

The aim of this study was to examine the effect of using computers during mathematics lessons on the academic achievements of 4th-grade students. Additionally, this study aimed to determine the frequency of computer usage in selected countries. TIMSS 2019 4th-grade mathematics data were used in this study to determine the relationship between student mathematics achievement and the use of activities on computers during mathematics lessons, to support student learning by teachers in different countries. To identify the relationship between student mathematics achievement and the use of computers while teaching mathematics, a linear regression analysis was conducted. The results showed that the use of computers explained the high student achievements for the countries that ranked above average and the low student achievements for the countries that ranked below average. On the other hand, the relationship between computer usage in 4th-grade math education and test scores is likely to vary between the selected countries.

Flipped Learning Method: Possible Antidote for Achieving Gender Equality in Mathematics in Secondary Schools in Cameroon and Nigeria

The purpose of the study was to compare the effectiveness of the flipped learning method in enhancing students’ achievements in mathematics, and also to determine the possibility of this method in minimizing gender inequality noticed in both Cameroonian and Nigerian secondary school mathematics classrooms. The study employed a pretest-posttest non-equivalent control group design. The population size was 5348 Form 3 students (2684 females and 2664 males) in Mezam Division – Cameroon and 5891 Junior Secondary (JS) 3 students (3236 females and 2655 males) in Awka South Local Government Area – Nigeria. A sample of 180 Form 3 and JS3 students from four schools (two from each country) were selected through a combination of simply random and purposive sampling techniques. A Mathematics Achievement Test (MAT) consisting of 20 items and validated by experts, was used in collecting data for the study. The Kudder-Richardson 20 (K-R 20) reliability of the MAT was found to be 0.79. Treatment lasted for six weeks. Mean was used to answer the research questions while the Analysis of Covariance (ANCOVA) was used to test the hypotheses at the 0.05 level of significance. The findings of this study revealed that the flipped learning method enhanced the achievement of students in mathematics no matter their gender or their country of origin. Furthermore, the flipped learning method enhanced the achievement of female students from both countries better than that of the males. It was recommended that curriculum planners and policy makers in education in Cameroon and Nigeria should consider effective alternative teaching-learning methods to be used in teaching mathematics, especially the flipped learning method considered in this study which did not only prove to be an effective enhancer of students’ achievement in mathematics but also provided activities which enabled the females to be as competent as or even more competent than the males.

Investigating value added by secondary schools in Trinidad and Tobago using multivariate ordinal hierarchical linear modelling

In this study, multivariate hierarchical ordinal linear modelling was used to compare the value-added contributions made by secondary schools in Trinidad and Tobago towards student achievement in Mathematics and English Language. Results revealed that value-added contributions by denominational or government-assisted schools to students with average or higher secondary entrance scores were indeed greater than corresponding value added estimates to government schools. However, there was some reordering in the school rankings, based on value added towards students with lower entrance scores. In addition to school type, differences in socio-economic status, sex, and age were shown to contribute significantly to explaining variations in student achievement at the respective schools.

Motivacija za učenje prirodnih nauka i matematike - istraživanje TIMSS u Srbiji

Student motivation is one of the affective components that plays a key role in learning science. Research shows that in developed countries there is a trend of declining students' interest in science and technology. In this paper, the relationships between intrinsic motivation, Self-Concept, and the achievement of the fourth-grade elementary school students in mathematics and sciences were investigated. The authors also present the results of the secondary data analyses obtained in Serbia by means of student questionnaires and knowledge tests in the last two cycles of the TIMSS research in 2015 and 2019. The questionnaire contains two scales in which motivational variables are operationalized: students' attitudes towards mathematics/sciences and mathematical/ scientific self-confidence. Students' attitude is an indicator of an intrinsic motivation, and self-confidence is an indicator of Self-Concept. The results show that students express a high motivation for learning mathematics and sciences and a high level of Self-Concept. A higher level of Self-Concept is accompanied by a higher level of motivation for learning mathematics and sciences. Individual characteristics of students have a greater influence on achievement than the influence of schools and teachers. Students who express a more positive attitude towards mathematics and science and a higher level of selfconcept in these areas also have a higher level of achievement. The influence of mathematical selfconcept on achievement is particularly significant. The obtained results are in accordance with the findings of the earlier research that indicate complex and controversial relationships between intrinsic motivation, Self-Concept, and mathematical achievement, as well as that other constructs, including Self-Concept, can mediate the links between motivation and achievement. The authors point out the possibilities of encouraging students' motivation for learning. If students are trained in the teaching process to organize their own activities, this will contribute to their experience of autonomy and the development of confidence in their own competence, which positively impacts their motivation for learning.

An Analysis of the Influencing Factorson the Mathematics Achievement of the High School Students in Minority Areas—A Case Study of an Affiliated High School of Inner Mongolia

An Analysis of the Influencing Factorson the Mathematics Achievement of the High School Students in Minority Areas—A Case Study of an Affiliated High School of Inner Mongolia

The keymath-3 essential resource program: mathematics achievement of students served in resource settings

Special Education teachers serve students who are struggling in mathematics and continue to fall further behind each year. Educators are faced with the challenge of selecting the most effective program for assessing and teaching mathematics that will promote mathematics achievement for students who are served in resource settings. The KeyMath-3 Essential Resources (KeyMath-3 ER) is a mathematics program aligned with National Council of Teachers of Mathematics standards, which incorporates research-based practices for teaching mathematics to students with disabilities. This study utilized the KeyMath-3 ER program as an intervention with five second-grade students with various disabilities receiving their mathematics instruction in a resource setting. The results demonstrated the potential usefulness of KeyMath-3 ER as an effective program for students in a resource setting. The one outlier was a student with autism who did not show significant progress demonstrating a need for further research to assess the effectiveness of using this program with like students.

Mathematics symbol instruction and senior secondary students’ achievement in word problems: A quasi-experimental study

An assessment of the possible effect of mathematics symbol instruction on achievement in word problems was the main thrust of the study. Two null hypotheses were tested in the study.<b> </b>The non-equivalent group pre-test-post-test quasi-experimental research design was adopted. The multistage sampling technique was used to select a sample of 387 participants from 6,740 senior secondary class one students in the 81 government-owned coeducational secondary schools in Calabar education zone of Cross River State. The treatment class was exposed to mathematics symbol instructional strategy for solving word problems while the control class was exposed to regular word problem teaching, otherwise called the conventional method. “Students mathematics achievement test” was the instrument used for data collection after validation by experts. The reliability coefficient of 0.90 was determined using the Kuder-Richarson 20 formula. Primary data were obtained after informed consent from the participants. The null hypotheses were all tested at the .05 alpha level using the analysis of covariance. Findings revealed a significant effect of the mathematics symbol instructional strategy on students’ word problem achievement in secondary schools. Male students perform significantly better in word problems than their female counterparts when taught using the mathematics symbol instruction. These findings discussed fundamental theoretical, practical, and research implications. It was recommended, among other things, that mathematics teachers concentrate on demystifying the abstraction in mathematics by deliberately adopting mathematics symbol instructional strategy in interpreting mathematical statements and sentences into their symbolic notations before engaging in their computation.

GLMM tree의 적용 가능성 탐색

This study aims to introduce the GLMM tree and show its usefulness in educational research. The GLMM tree model is an extension of MOB to be applied to multilevel data, which detects subgroups with differential effects to estimate the fixed-effect in each subgroup and the random effect by the cluster to which each observation belongs. In this study, we identified the differential effects by detecting subgroups of afterschool programs and private tutoring participation in mathematics achievement of second grade high school students. Using the GLMM trees, students were divided into 16 and 15 subgroups respectively according to the participation of afterschool programs and the private tutoring. Also, cognitive and affective variables such as pre-mathematics achievement, interest in mathematics were selected as nodes. For both treatments, it was confirmed that the fixed-effect was estimated differently for each subgroup. Based on the results, we compared the differential effects of participation in afterschool programs and private tutoring and factors selected as nodes of models, and discussed the potential of the GLMM tree model in educational research.

PENGARUH PENGGUNAAN MEDIA AUDIO VISUAL TERHADAP PRESTASI BELAJAR SISWA DALAM PEMBELAJARAN MATEMATIKA

This study aims to determine the effect of the use of audio-visual media on the learning achievement of fourth-grade students in learning mathematics at MI Tembongsari Cihampelas. The method used in this research is an experimental method with a one-group pretest-posttest design. Data collection techniques used include observation, testing, and documentation. While the data analysis technique used is the analysis of observation results, the N-Gain test, and the T-Test test. The results of this study indicate that the use of audio-visual media significantly affects student achievement in learning mathematics. Through the N-Gain test, the results obtained were 0.67 with a percentage of 67%, which was interpreted as quite effective, and through the T-test, the t-count results were greater than the t-table (24.75 > 2.035). This result means that the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted, namely that there is a positive effect of the use of audio-visual media on student achievement in learning mathematics in class IV MI Tembongsari Cihampelas.

ANALISIS FAKTOR RENDAHNYA MINAT BELAJAR MATEMATIKA SISWA KELAS V DI SD NEGERI NGENI 06 KABUPATEN BLITAR

This study aims to find out what factors influence the low interest of students in mathematics and how the efforts of teachers in fostering students' interest in learning in Mathematics class V at SD Negeri Ngeni 06 Blitar Regency. The type of research used is qualitative research. Activities in this study were carried out by means of observation, interviews and documentation. Based on the research that has been done, it was found that there are several factors that influence the low interest in learning students in mathematics, including the internal factors of students as indicated by the lack of interest in learning about mathematics and they assume that mathematics is an abstract and difficult subject, students' attention still low in mathematics and has an effect on low student achievement in mathematics. The factor of low student interest in learning also comes from external factors. Based on the results of interviews with teachers, it shows that teachers still use conventional methods and do not maximize existing learning media in teaching mathematics so that they are less attractive to students. Besides that, how to educate parents at home also affects students' learning interest when at school. The conclusion in this study is the efforts made by the teacher in fostering student interest in learning, especially in mathematics by using web-based interactive media (google sites) and using a variety of learning methods.

Penerapan Media Virus (Visual Rumus) Pada Materi Lingkaran Untuk Meningkatan Hasil Belajar Kelas VI SDN Opo Opo Kec. Krejengan Kab. Probolinggo

Mathematics learning is one of the subjects that is interesting to point out because learning emphasizes providing direct learning experiences for students to find out and do something so that they are able to explore and understand nature scientifically. In understanding the concept of learning Mathematics, sometimes students find it difficult to digest a material. In other words, these students need a learning media that does not rely on imagination alone, but is concrete so that students understand the material taught by the educator more easily. A learning method is needed that involves students directly in the mathematics learning process. Based on the results of this study, it shows that the learning achievement of Mathematics in grade VI SDN Opo - Opo is still not satisfactory. This can result in low student achievement in learning Mathematics. This is due to inaccurate learning media used by educators so that it has an impact on the less attractive learning of MATHEMATICS for students. On the basis of this research, it can be concluded that the Virus media (Visual Formula) can improve the learning achievement of grade VI students at SDN Opo - Opo, Krejengan District, Probolinggo Regency.

Boys’ underachievement in mathematics and science: An analysis of national and international assessment data from the Kingdom of Saudi Arabia

Boys in the Kingdom of Saudi Arabia consistently and significantly underperform compared to girls across different grades and subjects, forming one of the largest gender gaps in student achievement in the world. Saudi Arabia offers a unique setting in which boys and girls attend separate schools on a universal basis starting from grade 1. This means that boys and girls are educated only by male and female teachers, respectively, in effect inhabiting parallel education systems. In this context, this study examines the factors that are associated with student achievement in mathematics and science in grades 4 and 8 and the extent to which these associations are different for boys and girls, in an effort to gain insights into boys’ underachievement in mathematics and science in Saudi Arabia. The paper employs data from two recent large-scale assessments of education: Trends in International Mathematics and Science Study (TIMSS) 2019 and Saudi Arabia’s National Assessment of Learning Outcomes (NALO) 2018. A series of hierarchical two-level linear regression models showed that in grade 4, school climate was more strongly associated with boys' compared with girls' achievement in both mathematics and science, with boys attending schools of poorer school climate having a considerably lower performance compared with girls attending such schools. The findings also indicated that although greater literacy and numeracy readiness was linked with higher science achievement among boys and girls, grade 4 boys tended to benefit more from this readiness than girls. In addition, the results show that student absenteeism in grade 4 is particularly strongly associated with decreases in mathematics achievement among boys. In grade 8, significant interactions between gender and the extent to which students feel confident in science, the degree of schools’ emphasis on academic success, and teachers’ age are observed. The paper concludes by discussing some of the implications of these findings for educators and policy makers in Saudi Arabia.

The Factors that Affect Mathematical Achievement Among High School Students

This study was conducted to examine different factors that affect mathematical achievement among high school students in Kazakhstan. The respondents for this study were 8<sup>th</sup> and 10/11<sup>th</sup> grade students (36 girls and 22 boys). A survey was conducted by using a questionnaire for information gathering about different factors relating to mathematics achievement of students. The mathematics performance was gauged by the result of their 3<sup>rd</sup> algebra and geometry quarter grades. The findings indicate that there are positive relationships between teacher factors and student self-confidence attitude with mathematical achievement. The outcomes of correlation analysis show student’s attitude is the significant predictor of mathematical achievement (r = 0.424, p < .001) followed by teacher support (r = 0.397, p < .001).

A Case Study of Factors That Affect Secondary School Mathematics Achievement: Teacher-Parent Support, Stress Levels, and Students’ Well-Being

Psychology is one of the numerous factors that influences students' mathematics achievement, but studies on the influence of psychology on student mathematics achievement are still limited. This study analyzes key factors affecting mathematics achievement through teacher-parent support, stress, and students' well-being in learning mathematics. Data was collected via online questionnaires. Participants of the study are 531 students studying at five secondary schools in Bandung, Indonesia. The data were analyzed using the structural equations modeling approach using SMART-PLS 3.0 software. The results showed that interest in learning was the most significant factor affecting students' mathematics achievement. Moreover, teachers have a more substantial effect than parents' support, which does not significantly reduce the students' stress levels. The academic and emotional support of teachers and parents reduces students' stress levels while increasing their feelings and interest in learning mathematics. This study provides essential results for school teachers and parents to improve students' mathematics achievement at the secondary school level.