Mathematics Achievement Research Articles

A Review Study on Effectiveness of Project-Based Learning on Mathematical Achievement

A Review Study on Effectiveness of Project-Based Learning on Mathematical Achievement

Developmental relations between mathematics self-concept, interest, and achievement: A comparison of solo- and co-taught classes

Developmental relations between mathematics self-concept, interest, and achievement: A comparison of solo- and co-taught classes

The Influence of Learning Styles on Mathematical Performance among Junior High School Students

Learning styles are different approaches individuals prefer for acquiring knowledge and information. This study examines the influence and relationship between learning styles and mathematical performance among junior high school students at Tolotolo National High School. By identifying and recognizing students’ preferred learning styles, educators can better understand and meet students’ learning needs. The research aims to identify the dominant learning style among students and its correlation with mathematical performance. Results show that students at Tolotolo National High School predominantly prefer auditory learning. However, the study found no significant correlation between auditory learning and mathematical performance. Interestingly, a significant relationship was found between kinesthetic learning styles and higher academic achievement in Mathematics with a significance score of 0.001. These findings suggest that while auditory learning is prevalent, kinesthetic learning plays a role in academic success. These insights contribute to developing effective teaching strategies and styles that encourage students to become more successful academically.

Analyzing teacher audio: The contribution of classroom mathematics instruction to early numeracy

The relation between mathematical achievement in early childhood and future academic success is well established. However, our knowledge about the effect of instruction on mathematical performance is often reliant upon self-report or videotaped instruction measures and standardized achievement assessments. The current study uses teacher audio recordings to examine the role of classroom mathematics instruction in the growth of adaptive early mathematical skills. Kindergarten children (N = 98, M(age) = 5.55 years, 53% male) were followed across the school year. Findings suggested children with the lowest levels of adaptive mathematics skills grew the most across the school year, suggesting that basic skills continue to be the focus in early elementary years. Further, no aspects of mathematics instruction predicted growth in children’s addition or counting skills. These results highlight the need for more robust and ecologically valid measurement in assessing classroom mathematics instruction in future research.

The Influence of the School Library on Mathematics Learning Achievement of Grade III Students in the First Trimester at Escola Básica Central 3º Ciclo Vasco da Gama Manatuto in the 2014 Academic Year

The library is one of the contributing factors or a supporting tool in the educational process at schools, ranging from elementary to higher education levels. A school library is any library organized within a school, where it is essential to have books that support and serve as references for students. The school library plays a vital role in supporting the educational process, providing essential resources for students to enhance their knowledge and complete assignments. This study explores the impact of library usage on the mathematics achievement of Grade III students at Escola Básica Central Vasco Da Gama Manatuto during the first trimester of the 2014 academic year. The research questions focus on whether the library influences mathematics achievement and if students who use the library perform better than those who do not. The study involved 112 students, with a sample of 56, and utilized parametric statistical analysis. The results showed a significant influence of library use on mathematics achievement, with a determination coefficient of 36.72%, meaning that library utilization contributes significantly to students' performance in mathematics, while the remaining 63.28% is influenced by other factors. The t-test results confirmed that students who used the library performed better in mathematics than those who did not. Based on these findings, the author suggests that students should be encouraged to utilize library resources effectively, the government should prioritize the development of school libraries, and librarians should provide welcoming and supportive service to students.

From developmental theory to effective training: long-term and transfer effects of promoting the quantity-to-number word linkage in first-graders at risk for mathematical difficulties.

The model of quantity-to-number word linkage (QNL model) identifies relevant milestones in the process of early numerical acquisition and describes a developmental sequence that can guide the fostering of foundational mathematical abilities in at-risk children. While there is substantial evidence for the predictive value of the quantity-number competencies (QNC) described by the model, evidence supporting the preventive potential of interventions targeting these QNC is so far largely restricted to short-term effects. Findings regarding their long-term preventive impact, especially in terms of transfer to mathematical school achievement, are still limited. This quasi-experimental study aimed to address this gap by evaluating the long-term transfer effects of an intervention program that is strictly derived from the QNL model of mathematical development [QNL training; in German "Mengen, zählen, Zahlen" (MZZ)]. We assessed the quantity-number competencies of 575 first-graders and identified 119 of them as being at risk for mathematical learning difficulties, who were then assigned to three experimental conditions. Sixty one children received 12 sessions of the QNL training, while 30 underwent training in inductive reasoning. Another 28 children served as a control group, receiving no specific intervention. Multi-level analyses confirmed both significant short-and long-term effects in the specifically trained quantity-number competencies as well as transfer effects on subsequent mathematical school achievement. In accordance with previous findings, transfer effects of the QNL training on mathematical school achievement were not yet evident immediately after the intervention but turned out to be significant after a delay of 6 months and remained stable even 15 months after training. Effect sizes ranged from d = 0.32 to d = 1.12. These findings both underscore the preventive potential of interventions that are strictly driven by developmental theory and, conversely, support the theoretical assumptions of the QNL model.

Systematic Review in Solving Mathematical Problems

The ongoing challenges faced by mathematics students are highlighted through an analysis of the effectiveness of different teaching styles used worldwide. A systematic review of the literature selected nine articles from a total of 598 relevant articles using rigorous inclusion criteria and quantitative techniques. The results suggest that incorporating problem-solving skills into educational programs can significantly improve students' critical thinking and academic performance. Constructivist and sociocultural approaches, which promote collaboration, introspective practice, and participation, have been shown to be highly effective. The conclusion is that to foster a fruitful and meaningful learning environment and to enhance students' critical thinking and academic achievement in mathematics, a balanced teaching approach that combines direct instruction and independent learning is essential. This can be achieved through the use of technology and collaborative resources.

Impact of Play Therapy on Learning Outcome in Attention Deficit Hyperactivity Disorder Pupils: An Experimental Approach

The study examined the impact of play therapy on learning outcome on attention deficit hyperactivity disorder pupils in Port Harcourt Metropolis, Rivers State. Quasi experimental design within which the Solomon four group design was employed. Using purposive sampling technique, a sample of 60 primary three pupils who met the criteria for ADHD were randomly assigned into the four groups which was made up of two experimental groups and two control groups. Two valid instruments titled: Conners' Rating Scales-Revised (CRS-R) for assessment of Attention Deficit Hyperactive Disorder and Mathematics Achievement Test (MAT) were used for collection of data in the study. The research questions were answered with mean and standard deviation. Hypotheses were tested for significance at 0.05 using dependent sample t-test, Analysis of Covariance (ANCOVA) and One-way analysis of Variance (one-way ANOVA). The result revealed that play therapy is effective in the improvement of learning outcome of attention deficit hyperactivity pupils. There was a significant difference of play therapy on learning outcome among the groups (experimental group 1, control group 1, experimental group 2 and control group 2). Based on these findings’ recommendations were made.

Machine learning methods as auxiliary tool for effective mathematics teaching

AbstractSeeing mathematics teaching as a very demanding and responsible process while having in mind the importance of mathematical knowledge for students of technical faculties, this paper aims to present heuristics for student classification according to their predicted mathematical success. Over the last few decades, the process of informatization of universities has resulted in new challenges universities are faced with. Due to the widespread use of educational databases, which opens new possibilities for educational data mining and analyses, machine learning algorithms have become a very popular tool for predicting students' academic performance. The decision tree algorithm is used in this paper for the classification and prediction of students' mathematical performance and it is trained on the data collected from the educational information system. The experimental results show that the model accuracy is 72% with an error rate of 0.28. The implementation of the Decision Tree Model to predict whether a student will pass, fail or be conditional in mathematical courses is important for both teachers and students, as well as for universities. Students' performance is one of the major keys in evaluating the quality of the teaching process, but also for evaluating the overall success of the university itself. As mathematics is considered a basic and important discipline, it is clear why predicting students' mathematical achievement is crucial for all levels of university organization.

An Investigation of the Impact of Students' Characteristics and Their Perceptions about Learning Environment on Mathematics and Science Achievement

An Investigation of the Impact of Students' Characteristics and Their Perceptions about Learning Environment on Mathematics and Science Achievement

Correction: Longitudinal and reciprocal links between metacognition, mathematical modeling competencies, and mathematics achievement in grades 7–8: A cross-lagged panel analysis

Correction: Longitudinal and reciprocal links between metacognition, mathematical modeling competencies, and mathematics achievement in grades 7–8: A cross-lagged panel analysis

Neural evidence of core foundations and conceptual change in preschool numeracy.

Symbolic numeracy first emerges as children learn the meanings of number words and how to use them to precisely count sets of objects. This development starts before children enter school and forms a foundation for lifelong mathematics achievement. Despite its importance, exactly how children acquire this basic knowledge is unclear. Here we test competing theories of early number learning by measuring event-related brain potentials during a novel number word-quantity comparison task in 3-4-year-old preschool children (N=128). We find several qualitative differences in neural processing of number by conceptual stage of development. Specifically, we find differences in early attention-related parietal electrophysiology (N1), suggesting that less conceptually advanced children process arrays as individual objects and more advanced children distribute attention over the entire set. Subsequently, we find that only more conceptually advanced children show later-going frontal (N2) sensitivity to the numerical-distance relationship between the number word and visual quantity. The nature of this response suggested thatexact rather than approximate numerical meanings were being associated with number words over frontal sites. No evidence of numerical distance effects was observed over posterior scalp sites. Together these results suggest that children may engage parallel individuation of objects to learn the meanings of the first few number words, but, ultimately, create new exact cardinal value representations for number words that cannot be defined in terms of core, nonverbal number systems. More broadly, these results document an interaction between attentional and general cognitive mechanisms in cognitive development. RESEARCH HIGHLIGHTS: Conceptual development in numeracy is associated with a shift in attention from objects to sets. Children acquire meanings of the first few number words through associations with parallel attentional individuation of objects. Understanding of cardinality is associated with attentional processing of sets rather than individuals. Brain signatures suggest children attribute exact rather than approximate numerical meanings to the first few number words. Number-quantity relationship processing for the first few number words is evident in frontal but not parietal scalp electrophysiology of young children.

Exploring the Role of Geometry Understanding and Spatial Ability in Academic Achievement: The Moderating Effect of Self-Confidence

This study investigates the impact of understanding geometry concepts, spatial ability, and self-confidence on student learning outcomes. Understanding geometry enhances mathematical logic, spatial ability strengthens spatial comprehension, and self-confidence boosts learning motivation. Collectively, these variables are crucial for improving student learning outcomes. The research employed an explanatory design, conducted in two elementary schools within the same cluster. A random sampling method selected samples from one class of an Elementary School in Panyikokkang with 21 students and another class with 23 students, resulting in a total of 44 students. Data collection instruments included a validated Self-Confidence questionnaire, Geometry Concept Understanding test, Spatial Ability test, and a Student Learning Outcomes test derived from daily quizzes on geometry topics. Data were analyzed using Inferential Statistical Analysis and Moderated Regression Analysis (MRA). The Moderated Regression Analysis (MRA) revealed that self-confidence acts as a quasi-moderator in the relationship between understanding geometry concepts and learning outcomes. Specifically, students with higher self-confidence showed a better understanding of geometry concepts, positively influencing their learning outcomes. However, self-confidence did not moderate the effect of spatial ability on learning outcomes. These findings highlight the importance of understanding geometry concepts in enhancing students' comprehension of geometry and developing spatial abilities at the elementary level. The results suggest that self-confidence plays a significant role in mediating the relationship between understanding geometry concepts and learning outcomes but not between spatial ability and learning outcomes. The study underscores the necessity for educators to focus on understanding geometry concepts and fostering self-confidence to design effective learning strategies that improve student achievement in mathematics, particularly in geometry.

Relationship Between Parents’ Involvement with Students’ Interest and Achievements in Mathematics Learning

Parental involvement has been recognized as a crucial factor in shaping a child's educational outcomes across various subjects, including mathematics. When parents actively participate in their child's education by showing interest, discussing mathematical concepts, and assisting with homework, students are more likely to develop a deeper interest in mathematics. This engagement fosters a positive attitude towards learning the subject and can lead to improved grades and overall academic success. Mathematics has been defined as the study of assumptions and applications and is one of the compulsory subjects in Sijil Pelajaran Malaysia (SPM). The students need to achieve at least a passing grade, since most tertiary educational institutions in Malaysia, especially the public have very strict requirements for enrollment, not to forget the stiff competition. The main purpose of this research is to study how parents’ involvement influences students’ interests, as well as their self-perceptions, and consequently how these elements may affect their achievements in Mathematics. 186 Form Four students from SMK Bandar Baru Bangi were selected as the respondents. A quantitative method, using a questionnaire was opted as instrument for data collection. The collected data was analyzed using the IBM Statistical Package of Social Science (SPSS). The findings showed that majority of parents can provide the essential educational tools for children, such as geometry sets, scientific calculator etc. Most students prefer their parents to engage more in their learning process. There is a statistically positive significant relationship between parents' involvement and students’ achievements, which proves the important roles of parents in improving the interest of their children towards learning. In a nutshell, based on the evaluations done by the students, this study may indirectly assist the parents to identify the ideas and the initiatives that they may take in improving their children’s performances.

Factors contributing to fourth graders’ mathematics achievement: a multilevel study

Factors contributing to fourth graders’ mathematics achievement: a multilevel study

PISA 2022. Predictors of the mathematics achievement of Spanish students in Secondary Education

Mathematical competence is fundamental for active, participatory and engaged participation in the 21st century, and for facing the challenges of a globalised society. This study aims to analyse the simultaneous effect of a set of predictors on the mathematical competence of Spanish students who have participated in PISA 2022. The sample consists of 28,792 Spanish students (14,465 boys, 50.24%; 14,327 girls, 49.76%), from 935 schools. Two questionnaires are used to collect data: one for students and one for school principals. A hierarchical linear model is used according to the three levels presented by the data (Level 1 = Students, Level 2 = School and Level 3 = Autonomous Community). At the first level, sex, socio-economic background, family cultural level, mathematics anxiety and self-efficacy is included; at the second level, the socio-economic background of the school; and at the third level, GDP per capita. The results show that girls experience more anxiety and less self-efficacy in mathematics than boys. The socio-economic background of the students, the cultural level of the family, mathematics anxiety and mathematics self-efficacy are significant predictors of mathematical competence. At school level, socio-economic background has an impact on achievement. These findings suggest the need to strengthen collaboration between school and family, as well as to provide specific training for teachers on how to address socio-affective feelings towards mathematics.

HOME, SCHOOL AND STUDENTS’ CHARACTERISTICS AS PREDICTORS OF SENIOR SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN MATHEMATICS

Students’ performance in mathematics in Nigeria in recent times is not at a desired level. Despite relentless efforts by stakeholders to improve on this situation, yet no significant change. Studies that looked into student’s variables combined with importance of mathematics, teacher, school, and parent variables to predict students’ achievement in mathematics, seem not to be in existence. Thus, empirical documentation of such is needful. This study assessed home, school and students’ characteristics as predictors of Senior Secondary School students’ achievement in Mathematics in Osun State. Expo-facto design of non-experimental type was used. Descriptive statistics and Multiple Regression were used to analyze data at 0.05 alpha level. Results reveal that parenting type, family size, teachers qualification, years of teaching, class size, interest in mathematics, student academic engagement, and importance of mathematics, jointly accounted for 11% of observed variance in achievement in Mathematics, and it is statistically significant, F(17,575) = 5.183; P < 0.05. Also, importance of mathematics, student engagement, teachers qualification, class size and teacher years of teaching, were found to have significant relative contribution towards students’ achievement in mathematics, and they could reliably predict achievement in mathematics.

The Systematic Review of the Studies Conducted in Turkey on the Topic of Applying 3D Printing in Mathematics Education

3D printing technology is increasingly widely used in all areas of STEM education. Many researchers emphasize that 3D printing in the context of mathematics education unpacks students' mathematical and design thinking, as well as helps them develop spatial skills, and is a key tool for visualizing mathematical concepts, especially in calculus and geometry. However, when the relevant literature is examined, it is seen that there is no existing systematic review that comprehensively describes and synthesizes the findings in the literature on how 3D printers are applied in mathematics education in the context of studies conducted in Turkey. The purpose of this research is to make a systematic review of the studies conducted between 2015-2023 in Turkey on the topic of applying 3D printing in mathematics education. The results of this study show that qualitative research method is more preferred in the analyzed studies. The predominant dependent variable employed in these investigations is mathematics achievement, with the majority of participants being middle school students. The results of this systematic review indicated that applying 3D printing in mathematics instruction usually helps to improve students’ mathematical literacy, and mathematical skills in the context of studies conducted in Turkey.

The Discrete Option Multiple Choice Items as A Measurement Instrument for Mathematics Achievement

The Discrete Option Multiple Choice Items as A Measurement Instrument for Mathematics Achievement

Radial Basis Function Neural Network with ensemble clustering for modeling mathematics achievement in Indonesia based on cognitive and non-cognitive factors

Mathematics achievement could be influenced by cognitive and non-cognitive factors. The potential variable of cognitive factor is metacognition, whereas non-cognitive factors include Economic, Social, and Cultural Status (ESCS), resilience, life satisfaction, happiness, pride, fear, sadness, and gender. Those variables involve numerical and categorical data. For this reason, this study aims to apply the Radial Basis Function Neural Network (RBFNN) model with ensemble clustering to model the relation between cognitive and non-cognitive aspects and mathematics achievement. The RBFNN is a soft computing approach based on the neural network model and has been shown as an effective model and free of assumption. The ensemble clustering is a process in RBFNN modeling to capture the independent variables involving the numerical and categorical data. It employs K-means clustering for the numerical data and K-modes for categorical data and combines the results of those two methods. The data used in this study are published by PISA (Program for International Student Assessment) 2018. The results show that the RBFNN with ensemble clustering deliver good performance in modeling the students’ mathematics achievement based on the cognitive and non-cognitive factors in terms of prediction accuracy. Other than RBFNN model, the use of cognitive and non-cognitive factors involving in this study also contributes to the high accuracy prediction. This further emphasizes that these factors are good predictors of mathematic achievement. Additionally, we suggest the silhouette cluster validation in the clustering process, since it leads to the number of hidden neurons of the best RBFNN model.