Low Performance In Mathematics Research Articles

Cognitive, affective and sociological predictors of school performance in mathematics

Mathematics is a key school subject for some of the most lucrative and economically important careers. Low mathematics performance in school is associated with low psychometric intelligence, family socioeconomic status (SES), specific mathematical abilities, and high mathematics anxiety. We used a sample of Hungarian schoolchildren (N = 102, mean age = 12.3 years) to directly compare the predictive power of general intelligence, specific mathematical abilities measured by the Pedagogical Examination of Dyscalculia (DPV), mathematics anxiety, and socioeconomic status for mathematics grades. Mathematics grades correlated with IQ, specific mathematic ability, mathematics anxiety, and a composite measure of family SES. The WISC-IV showcased a manifest correlation of 0.62 and a latent correlation of 0.78 with the DPV and high manifest (r=-0.53) and latent (r=-0.59) correlations with mathematics anxiety. IQ alone accounted for 52% of the variance in mathematics grades. IQ, specific mathematical ability, family SES and mathematics anxiety jointly accounted for 56% of the variance in grades, with a non-significant contribution of specific mathematical ability and family SES over IQ and a marginal contribution of mathematics anxiety. Our results show that psychometric intelligence is the most important predictor of mathematics grades, while family SES and specific mathematical abilities are only associated with grades to the extent they reflect psychometric intelligence. The results, however, confirmed a small role of mathematics anxiety over intelligence in predicting grades.

The Correlation Between Homesickness and Academic Achievement in Mathematics: Implications for Psychological Well-Being of Secondary School Students

This study examined the correlation between homesickness and academic achievement in mathematics among secondary school students, focusing on its implications for psychological well-being. A correlational research design was employed, involving a sample of 50 secondary school students from Awka South Local Government Area, Anambra State. Data were collected using Scale for Psychological Impact of Homesickness (SPIH) and the Mathematics Achievement Scale (MAS). Validity was ensured through expert consultations and Principal Component Analysis. Reliability was established with Kuder-Richardson formula 21 (K-R21) and Cronbach’s Alpha, yielding α = 0.89 for SPIH and α = 0.86 for MAS. Data were analyzed using SPSS, including non-parametric tests and normality assessments. The Spearman's rho correlation analysis revealed a significant, albeit weak, negative relationship between homesickness and academic achievement, indicating that higher levels of homesickness are associated with lower mathematics performance. Further analysis using the Mann-Whitney U test highlighted significant differences in homesickness levels and academic achievement between boarder and non-boarder students. These findings underscore the importance of addressing emotional challenges in educational settings. The study advocates for the implementation of comprehensive support systems, including counseling and resilience-building programs, to mitigate the impact of homesickness on academic performance. The results emphasize the need for schools to foster supportive environments that enhance students' psychological well-being and academic success. Future research should explore additional factors influencing this relationship to develop targeted interventions..

How do students' attitudes and mathematics teachers' self-efficacy impact students' achievement in mathematics?

Background: Mathematics holds a critical position within educational systems worldwide due to its extensive applications. At Dadieso Senior High School in Ghana, students consistently demonstrate low performance in mathematics, necessitating an investigation into potential determinants of academic achievement.Aim: This study aims to examine the impact of students' attitudes towards mathematics and the self-efficacy of mathematics teachers on students' mathematical achievements.Method: A descriptive-correlational research design was adopted, employing quantitative methods to analyze the relationships between students' attitudes, teachers' self-efficacy, and students' academic performance. The study sampled 218 students and 7 teachers, utilizing the Attitude towards Mathematics Inventory (ATMI), the Teacher Self-Efficacy Scale (TSES), and a Mathematics Achievement Test (MAT) for data collection.Results: The analysis revealed a moderate positive correlation between students' attitudes towards mathematics and their academic performance, indicating that positive attitudes are linked to better outcomes. Furthermore, a significant, albeit smaller, positive correlation was identified between teachers' self-efficacy and student achievement, highlighting the impact of teacher confidence on student success.Conclusion: Fostering positive attitudes towards mathematics among students is essential for improving academic performance. Likewise, enhancing teachers' self-efficacy substantially influences student achievement. These factors should be the focus of interventions aimed at enhancing mathematical outcomes in educational settings.

Low mathematics performance and the role of digital technologies

Low mathematics performance and the role of digital technologies

Extent of Demonstration Method on Mathematics Teaching Approaches Among Senior High School Students of Mindanao State University–Sulu

The demonstration method is a vital teaching tool that helps students improve their procedural knowledge through observation, imitation, and technique adaptation in solving math problems. Employing this method with different approaches can enhance students' active learning, making it even more effective for mathematics teachers to address the issue of students' low academic performance in Mathematics. This study assessed the extent of the demonstration method on mathematics teaching approaches among senior high school students of Mindanao State University–Sulu. It employed a descriptive-correlational research design with 190 student respondents selected through a stratified random sampling method. The study reveals that, among the 190 student-respondents, mainly female and aged 17-18 in grade 11, with parents having a high school education, the demonstration method is viewed positively in math teaching. While the sample represents typical senior high school students, the lack of diversity in parental education may limit generalizability. Student perceptions vary by age and grade level, with older students preferring the teacher-centered approach, and grade 12 students showing overall positive views. The study highlights the consistent effectiveness of the demonstration method across teaching approaches, underscoring the importance of efficient implementation for student perceptions. The study recommends that school heads support teachers with resources, training, and feedback, monitor the method's effectiveness on student performance, and encourage the use of the demonstration method in mathematics teaching. Parents should be informed and involved in their children's learning, while students should actively engage in the demonstration method. Future research should explore the impact of parental education on student performance and investigate the effectiveness of the demonstration method in mathematics teaching.

Low Academic Performance in Mathematics amongst Learners with Visual Impairment; A Case of Two Colleges of Education in Zambia.

Low Academic Performance in Mathematics amongst Learners with Visual Impairment; A Case of Two Colleges of Education in Zambia.

Reflections on mathematics ability, anxiety, and interventions

Competency in mathematics is needed to respond to the vast employment opportunities available in the STEM sectors. These employment opportunities all require basic foundational mathematics skills, yet there is a shortfall of mathematics abilities due, in-part, to mathematics anxiety. Mathematics anxiety can surface as fear and avoidance of mathematics and has been linked to low mathematics performance and ability (Ashcraft, 2002; Luttenberger et al., 2018). This thought paper (Snell, n.d.), paper begins with a synthesis of research on mathematics anxiety including the known causal factors: cognitive/affective, social, and genetic as well as the recently proposed causal factor, missed opportunity (Brewster & Miller, 2020). Missed opportunity refers to cases where an individual who is capable academically to comprehend mathematics but has missed the opportunity to learn basic foundational skills in mathematics. Missing the opportunity to learn foundational concepts in mathematics places great stress, which can result in feelings of anxiety. Next, a synthesis of interventions for mathematics anxiety such as mindfulness exercises (Brunyé et al., 2013) and expressive writing (Brewster & Miller, 2022; Park et al., 2014) are discussed, which led to the realization that interventions are more complex than previously reported given that other factors can affect interventions such as duration of writing, quality of instruction, or additional stressors causing anxiety, including test anxiety. Knowing the causal factors influencing an individual’s mathematics anxiety may prove beneficial to designing more focused and influential interventions.

중학생의 수학 학업 저성취 영향요인 분석

Objectives The purpose of this study is to identify the factors affecting the low mathematical achievement of middle school students and to derive effective implications for the basic academic achievement guarantee policy.
 Methods This study used the 4th to 6th data of the 4th-grade panel of the Gyeonggi Education Longitudinal Study (GEPS). For 5,376 middle school students, we specified a hybrid model that combines both fixed and random effect. The low achievement level represents the lowest 20% in the group. Since this is a binary variable, the panel logit model was applied. Based on previous research, personal characteristics, family background, and school context factors were put as independent variables.
 Results Among the intra-individual effects, the changes in academic amotivation and math class attitude showed significant influence on the possibility of low achievement in math. Among the inter-individual effects, variables such as expected level of education, the degree of smart devices usage for learning and non-learning, family income level and parents' educational background, private tutoring in mathematics, attitude in mathematics class had a significant effect on the possibility of low performance in mathematics. In addition, discriminatory atmosphere based on school achievement, participation in after-school classes, and location of school are identified as significant influencing factors.
 Conclusions Focusing on the variables that had a significant influence on the possibility of low achievement in mathematics, suggestions were made on the effective educational intervention, and on the policy such as the 『Comprehensive Plan for Guaranteeing Basic Academic Achievement』.

Effects of Formative Assessment Tools on Secondary School Students’ Achievement in Mathematics in Rwanda, A Case of Kayonza District

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

Optimized Screening for At-Risk Students in Mathematics: A Machine Learning Approach

Traditional screening approaches identify students who might be at risk for academic problems based on how they perform on a single screening measure. However, using multiple screening measures may improve accuracy when identifying at-risk students. The advent of machine learning algorithms has allowed researchers to consider using advanced predictive models to identify at-risk students. The purpose of this study is to investigate if machine learning algorithms can strengthen the accuracy of predictions made from progress monitoring data to classify students as at risk for low mathematics performance. This study used a sample of first-grade students who completed a series of computerized formative assessments (Star Math, Star Reading, and Star Early Literacy) during the 2016–2017 (n = 45,478) and 2017–2018 (n = 45,501) school years. Predictive models using two machine learning algorithms (i.e., Random Forest and LogitBoost) were constructed to identify students at risk for low mathematics performance. The classification results were evaluated using evaluation metrics of accuracy, sensitivity, specificity, F1, and Matthews correlation coefficient. Across the five metrics, a multi-measure screening procedure involving mathematics, reading, and early literacy scores generally outperformed single-measure approaches relying solely on mathematics scores. These findings suggest that educators may be able to use a cluster of measures administered once at the beginning of the school year to screen their first grade for at-risk math performance.

PROFILE VARIABLES OF HIGH AND LOW PERFORMING SCHOOLS: DISCRIMINATING FACTORS OF MATHEMATICS PERFORMANCE

The study aimed to identify profile variables that can discriminate the high-performing schools and low-performing schools based on the Mathematics test of the National Achievement Test results. Ten high schools each from high and low Mathematics performance groups were the study areas. Purposive sampling was considered in the study; all the principals and teachers from the high and low-performing schools were taken as principal- and teacher-respondents; simple random sampling was performed to identify student-respondents from the classes of each teacher-respondents. The researcher personally conducted the study using the three validated questionnaires to the 10 principals, 24 Mathematics teachers, and 500 students from the schools with high mathematics performance, and 10 principals, 41 Mathematics teachers, and 589 students from the schools with low Mathematics performance. The data gathered were analyzed using the pairwise correlation before the discriminant analysis of the SPSS. The analysis identified 18 out of 49 variables that could discriminate between the two groups of schools. Principals played big roles to attain and maintain the schools’ high Mathematics performance. Teachers’ number of training, attainment of Master’s degrees, class size, and the provisions for Mathematics textbooks, Activity Sheets, and a functional library were associated with schools’ high Mathematics performance. Educators and administrators could adopt the established discriminant function to identify the weaknesses of their schools’ mathematics programs and to have scientific-based decisions and interventions. This study did not only establish how the identified variables were related to students’ Mathematics performance, but it also showed how the influence of these variables to discriminate the high from low performing schools.

Event-related brain potentials study of arithmetic fact retrieval in children with different math achievement levels

ABSTRACT Fact retrieval deficits have been documented in children with mathematical learning disabilities. We assessed the retrieval of arithmetic facts in neurotypical 9-to-10-year-old children with different mathematical achievement levels using event-related potential methods while performing an arithmetic verification task (addition, subtraction, and multiplication). Forty-eight participants were divided into High (H), Average (A), and Low (L) mathematics performance according to their scores on The Wide Range Achievement Test 4 (WRAT4). Children determined whether appearing digits matched or not the correct solution of the preceding problem. L group showed a lower number of correct responses, prolonged reaction times, and poorer performance on working memory (WM) tasks. P300 component showed significantly higher amplitudes for correct solutions in H, while N270 showed higher amplitudes for incorrect solutions. L children showed difficulty in recovering arithmetic facts and poorly modulated N270 and P300 components, probably reflecting WM processing problems affecting the construction and retrieval of numerical information.

Examining Factors Responsible for Students Poor Performance in Mathematics, from the Perspective of Teachers and Students at Asesewa Senior High School in the Upper Manyakrobo District

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.

Learner-generated drawings by students with mathematical learning difficulties in finishing open number sentences

Although MLD students do not have good mathematical performance in completing addition and subtraction operations of integers, MLD students have suggestive ideas in the form of drawings produced in solving open number sentences questions. This study aims to classify the types and identify changes in the drawing produced by MLD students in solving open number sentences questions. This research method is qualitative with a micro generic study approach to understand students' thinking individually and explore drawing changes in solving open number sentences questions between sessions. The research subjects were 2 out of 20 MLD grade 5 elementary school students who produced the most varied drawings in solving open number sentences questions. Data collection techniques used are giving questions and interviews. The results showed that MLD students produced: discrete object drawings by focusing on the cardinality of the quantity of a number; transitions from objects to the number line by focusing on the magnitude of numbers; partitioning the number line using magnitude reasoning; number sentences; and others using verbal reasoning. Changes in the drawings produced by MLD students between sessions indicate the development of students' understanding towards a better direction in interpreting symbolic representations to visual representations. The results of this study contribute to the theory that although MLD students have low mathematical performance. However, MLD students can produce variations and changes in drawings with rich mathematical idea information representing integer operations.

Using Data Mining to Explore Factors That Distinguish Between Students With High and Low Mathematical Literacy Performance — An Example With Socio-Economically Disadvantaged and Advantaged Students in Macao

Using Macao-PISA 2012 data collected from socio-economically disadvantaged and advantaged students, this study identified two sets of important learning factors that distinguished between low- and high-performing disadvantaged students, and between low- and high-performing advantaged students, respectively. The findings of this research contribute to a better understanding of the reasons for Macao’s high-quality and equitable education as compared to other regions with high mathematical literacy performance while also revealing the crux of small inequities in its education system. The analysis method used in this paper provides a paradigm for data mining research using large-scale assessment data and helps researchers better grasp the state of education at the local level.

Contours of self-efficacy across nested mathematical domains: a case of a Singapore student with a history of low performance in mathematics

Contours of self-efficacy across nested mathematical domains: a case of a Singapore student with a history of low performance in mathematics

Age and gender differences in mathematics learning during school transition

ABSTRACT This study aimed to explore age and gender differences in motivational (mathematics value and self-concept), emotional (mathematics anxiety), and cognitive (learning strategies and performance) aspects of mathematics functioning in a large representative sample of Croatian students (N = 2749; 56% girls, mean age = 14.58) during the transition from elementary to high school. The students’ values and self-concept in mathematics, mathematics anxiety, and perceived use of mathematics learning strategies were assessed using online self-report questionnaires. Teacher-created tasks were used for performance assessment. The results revealed a decrease in mathematics motivation and performance during school transition. Older students valued mathematics less than younger students, had less positive mathematics self-concept, less frequently used learning strategies, and had lower mathematics performance. No main effect of age/grade on mathematics anxiety was found. Boys had a more positive mathematics self-concept but used learning strategies less often than girls. Moreover, interaction effects of age and gender were found. High school girls showed lower performance but higher anxiety than boys. Future research should focus on examining the efficiency of interventions tailored to prevent a decline in mathematics motivation and performance during the transition periods, especially for girls.

تطویر تدریس الریاضیات فی المرحلة الإعدادیة فی ضوء نتائج الدراسة الدولیة لتوجهات تعلیم الریاضیات تیمز 2019

مستخلص البحث: هدف هذا البحث اليتطوير تدريس الرياضيات في المرحلة الإعدادية بمصر في ضوء نتائج الدراسة الدولية لتوجهات تعليم وتعلم الرياضيات تيمز2019. ولتحقيق ذلک الهدف تمت مراجعة تقارير نتائج الدراسة الدولية الأخيرة تيمز2019 للتعرف على التوجهات العالمية الحاکمة للأداء المرتفع في التحصيل الدراسي في الرياضيات لدي دول شرق اسيا التي حققت وتحقق المراکز المتقدمة في الترتيب الدولي منذ سنوات عديدة وتحافظ على هذا الترتيب. وتم مراجعة نتائج الدول العربية العشرة المشارکة في الدراسة الدولية بغرض التعرف على الأسباب الکامنة وراء الأداء المنخفض في التحصيل الدراسي في الرياضيات بالصفين الرابع والثامن (الثاني الاعدادي) والتوجهات الدولية الغائبة عن المناهج الدراسية وعمليات التعليم والتعلم بمعظم الدول العربية ومن بينها مصر. وتوصل البحث الي مجموعة من التوجهات العاجلة التي يجب الاخذ بها لعلاج أسباب ضعف الأداء والتحصيل المنخفض والاستعداد الجيد لتحقيق مرکز أفضل في الترتيب الدولي في الدراسة الدولية القادمة 2023. English translation. Abstract: The research aimed to develop teaching of mathematics in the middle school in Egypt in light of the results of the International Study of Mathematics Education Trends Timms 2019. To that end, the results of the latest Timms 2019 international study were reviewed to identify global trends in high academic achievement performance in East Asian countries that have achieved advanced positions in the international rankings. The results of the 10 Arab countries participating in the international study were reviewed in order to identify the reasons behind the low performance in mathematics and the international trends absent from the curricula and teaching processes in most Arab countries. The research established a set of necessary proposals to be taken to address the causes of poor performance and good preparation for achieving a better position in the international rankings in the upcoming International Study 2023.

LEVELS OF STUDENTS’ MATHEMATICS ANXIETIES AND THE IMPACTS ON ONLINE MATHEMATICS LEARNING

It is widely assumed that anxieties tend to lead to low mathematics performance. The purpose of this study was to describe the levels of students’ mathematics anxieties and the impacts on mathematics learning achievement in online mathematics learning. The study was a quantitative survey. The research instrument was questionnaire consisting of four elements of physiological, cognitive, affective, and behavioral aspects. The subjects were 109 mathematics education students who were willing to be the research participants. The data were collected using mathematics anxiety questionnaires and documentation of students’ mathematics learning achievement. The data analyses used descriptive statistics and confirmatory factor analysis with structural equation modeling of the Lisrel program. The findings show that the levels of all aspects of students’ mathematics anxieties in online mathematics learning were at the moderate level. The anxiety aspects that affect students’ mathematics learning achievement in online mathematics learning were of the affective and cognitive categories, while the physiological and behavioral aspects do not affect mathematics learning achievement. A research implication is for the teacher to pay attention to the cognitive and affective aspects of the students’ mathematics anxieties.

Short-Term and Long-Term Educational Outcomes of Infants Born Moderately and Late Preterm

To assess the relationship of moderate and late preterm birth (320/7-366/7weeks) to long-term educational outcomes. We hypothesized that moderate and late preterm birth would be associated with adverse outcomes in elementary school. To test this, we linked vital statistics patient discharge data from the Office of Statewide Health Planning and Development including birth outcomes, to the 2015-2016 school year administrative data of a large, urban school district (n=72 316). We compared the relative risk of moderate and late preterm and term infants for later adverse neurocognitive and behavioral outcomes in kindergarten through the 12th grade. After adjusting for socioeconomic status, compared with term birth, moderate and late preterm birth was associated with an increased risk of low performance in mathematics and English language arts, chronic absenteeism, and suspension. These risks emerged in kindergarten through grade 2 and remained in grades 3-5, but seemed to wash out in later grades, with the exception of suspension, which remained through grades 9-12. Confirming our hypothesis, moderate and late preterm birth was associated with adverse educational outcomes in late elementary school, indicating that it is a significant risk factor that school districts could leverage when targeting early intervention. Future studies will need to test these relations in geographically and socioeconomically diverse school districts, include a wider variety of outcomes, and consider how early interventions moderate associations between birth outcomes and educational outcomes.