Mathematics Performance Research Articles

Applying Machine Learning and SHAP Method to Identify Key Influences on Middle-School Students' Mathematics Literacy Performance.

The PISA 2022 literacy assessment highlights a significant decline in math performance among most OECD countries, with the magnitude of this decline being approximately three times that of the previous round. Remarkably, Hong Kong, Macao, Taipei, Singapore, Japan, and Korea ranked in the top six among all participating countries or economies, with Taipei, Singapore, Japan, and Korea also demonstrating improved performance. Given the widespread concern about the factors influencing secondary-school students' mathematical literacy, this paper adopts machine learning and the SHapley Additive exPlanations (SHAP) method to analyze 34,968 samples and 151 features from six East Asian education systems within the PISA 2022 dataset, aiming to pinpoint the crucial factors that affect middle-school students' mathematical literacy. First, the XGBoost model has the highest prediction accuracy for math literacy performance. Second, 15 variables were identified as significant predictors of mathematical literacy across the student population, particularly variables such as mathematics self-efficacy (MATHEFF) and expected occupational status (BSMJ). Third, mathematics self-efficacy was determined to be the most influential factor. Fourth, the factors influencing mathematical literacy vary among individual students, including the key influencing factors, the direction (positive or negative) of their impact, and the extent of this influence. Finally, based on our findings, four recommendations are proffered to enhance the mathematical literacy performance of secondary-school students.

Grade 9 Learners’ Perceptions of the Influence of Peer Relationships on Their Mathematics Performance in Tshwane Municipality Secondary Schools

The study explored the grade 9 learners’ perceptions of the influence of peer relationships on their mathematics performance in Tshwane municipality secondary schools, South Africa. The study engaged a mixed method approach and applied a descriptive survey design. The sample consisted of 400 learners (280 females and 120 males). A self-fashioned questionnaire was used for data collection, as well as a few open ended questions. The learners’ termly result in mathematics was also used to ascertain their level of achievement. Quantitative data were analysed using the Pearson product moment correlation, while qualitative data were analysed in a narrative form. One null hypothesis was tested for the study and it was rejected. The study disclosed that grade 9 learners’ perceptions of peer relationships was not a statistically significant factor influencing their mathematics performance. The study concluded that peer relationships were poorly appraised, hence could not have influenced grade 9 learners’ mathematics performance. The study recommends that teachers and stakeholders in schools should consider the advocacy of positive peer relationships among learners to help foster acceptability among learners. Furthermore, advocacy for cooperative and interactive learning is recommended to enable learners to learn from each other effectively; this will foster peer mentoring.

Assessing the impact of teacher characteristics, learner methods, and self-guided learning on technology adoption in mathematics instruction

This study explores the complex interplay between teacher attributes, learner instructional approaches, and the integration of Information and Communication Technologies (ICTs) in mathematics education, highlighting their collective impact on educational outcomes. Through a comprehensive survey of 196 teachers and 315 learners, the research delves into the relationships between teacher experience, educational qualifications, and the frequency and manner of technology use in the classroom. The analysis reveals that younger educators and those possessing advanced academic credentials are more inclined to actively incorporate ICTs into their teaching practices, demonstrating a higher level of comfort and enthusiasm for leveraging these tools to enhance student learning. Conversely, the study finds that more experienced teachers, particularly those with lower qualifications, tend to utilize technology less frequently, possibly due to a preference for traditional teaching methods or a lack of confidence in their ability to effectively integrate new technologies. Additionally, the study investigates the strategies employed by learners, with a particular focus on web-based self-learning approaches, such as the use of online educational videos and interactive platforms. The data indicates a significant positive correlation between these strategies and improved academic performance in mathematics, suggesting that learner-centered approaches that emphasize self-directed, technology-mediated learning can lead to better educational outcomes. These findings underscore the critical importance of considering both teacher characteristics and learner-centered instructional methods when developing strategies for the effective integration of technology in mathematics education. By tailoring these strategies to meet the diverse needs and preferences of educators, while simultaneously promoting effective self-learning techniques among students, educational institutions can better harness the potential of ICTs to improve learning outcomes in mathematics and beyond.

Sociocognitive configuration: meanings and creations in the mathematical learning of middle school students

The study explores the socio-cognitive configuration in the mathematical learning of middle school students, relating cognitive processes to the social interactions that shape perceptions and performance in mathematics. A qualitative approach was adopted to delve into students' subjective experiences. Meaningful interactions revealed in the classroom enhance mathematical understanding and foster critical and problem-solving skills. The socio-cognitive configuration achieved evidence that mathematical cognition is deeply affected and defined by its social context and educational practices. This study underscores the importance of integrating students' personal and collective meanings in mathematical learning to foster a holistic pedagogical approach to both the transmission of knowledge and its social and personal relevance, which transforms mathematics teaching by making it more applicable to students' real-life challenges and contexts

Predictive model for college students’ performance in higher mathematics

This study investigated the influence of psychological factors (attitude, learning engagement, motivation, and self-efficacy) and instructional factors (teacher-related factors and learning environment) on college students' performance in higher mathematics. It developed a predictive model for higher math performance. This utilized a cross-sectional research design using a survey to gather data at a university in Cebu province, Philippines, with 391 students from Bachelor of Science in Industrial Engineering and Bachelor of Secondary Education Major in Mathematics programs selected through purposive sampling, resulting in an 87% response rate. Data were analyzed using descriptive statistics, Pearson correlation, and multiple regression. Findings revealed that students generally held positive attitudes towards math, demonstrated average learning engagement, were highly motivated, and reported average self-efficacy. Both teacher-related factors and the learning environment were perceived very positively. While both psychological and instructional factors showed significant positive correlations with mathematics performance, multiple regression analysis indicated that only attitude was not a significant predictor. Learning engagement emerged as the strongest predictor, followed by learning environment and self-efficacy. The main contribution of this study is the creation of a predictive model, Higher Mathematics Performance = 1.82 + 0.008 (attitude) + 0.257 (learning engagement) + 0.039 (motivation) + 0.098 (self-efficacy) + 0.084 (teacher-related factors) + 0.155 (learning environment) + e, which accounted for 82.7% of the variance in higher mathematics performance. Hence, the predictive model developed in this study can serve as a valuable tool to design interventions and effective strategies for improving mathematics performance and overall academic achievement in higher education. This leads to a broad picture of the fact that these factors are correlated and how the various correlations can describe strategies for proposing relevant programs necessary for the improvement of performance in higher mathematics.

21st Century Learning Skills, Study Habits, and the Mathematics Performance of Grade 7 Students

This study examined the study habits, 21st-century learning skills, and mathematics performance of 132 Grade 7 students at Santa Maria National High School in the 2021-2022 school year. It looked at the kids' characteristics, study habits, and 21st-century learning skills to see how they correlated with their arithmetic ability. The study used a descriptive approach with tailored questionnaires, with data evaluated using frequency count, percentage, mean, and Spearman rho. The results revealed that the majority of pupils were of the suitable age, primarily female, lived in rural areas, and had parents working in a variety of occupations. They spent 1-4 hours a day on devices, with smartphones and the Brainly app being the most popular, and books were preferred as educational tools. The survey discovered that pupils had "very good" study habits, "high" 21st-century learning skills, and a "very satisfactory" level of mathematics achievement. There were no significant relationships observed between students' profiles and their study habits or 21st-century learning skills. However, there was a substantial link found between study habits and 21st-century learning ability. Communication and creativity skills were also found to be highly connected to math achievement. The study suggests that mathematics teachers integrate various applications, create interactive materials, and use teaching approaches that promote 21st-century abilities such as communication, creativity, and critical thinking through active learning, project-based, and problem-based projects.

Exploring the Impact of TikTok Blended Learning on Mathematics Performance: A Hypothesis Approach

Studying engineering at the university level necessitates a strong foundation in mathematics. However, the diverse mathematical backgrounds of enrolled students pose challenges to educators in higher education. To address this issue, utilizing technology and visual representations alongside various examples can enhance understanding for students with different learning preferences. Therefore, this study aimed to examine the difference in mathematics final examination scores between students engaged in TikTok blended learning and those in traditional non-blended learning environments. Hypothesis testing and z-test were employed to analyze the mathematics performance. The R software code was included to prove the hypothesis testing. The result showed that students who practised TikTok blended learning performed better than students who were in the non-blended learning environments in mathematics subject of engineering technology in final examinations.

Mastery learning strategy on general mathematics performance

This study aimed to determine the effectiveness of mastery learning strategy on general mathematics performance of Grade 11 Science, Technology, Engineering and Mathematics (STEM) students of Boracay National High School in the District of Malay during the School Year 2023- 2024. The pretest- posttest control group design using match paired subjects were utilized in this study. Twenty students were involved in this study where 10 students per group comprised the experimental and control groups. The control group was taught using the traditional way of teaching while the application of mastery learning strategy were used in the experimental group. The statistical tools used were the Frequency, Sum, Percentage, Mean and Standard Deviation for Descriptive Statistics, T- test for dependent samples, T- test for independent samples and Cohen’s D for inferential statistics. Findings revealed that there was an improvement in the mean score of the control group but remains in the proficient level and those students taught with MLS got a higher mean score that made them to attain the high proficient level. There was a significant difference between the level of general mathematics performance of students.

Effect of Gamification-Based Teaching on Junior Secondary School Student's Academic Performance in Mathematics at Kwara State

Gamification is a cutting-edge pedagogical approach to addressing student social behaviour, motivation, and academic performance in the classroom, particularly in subjects that are perceived to be difficult such as mathematics where there was a perceived failure. Hence, this study investigated the effect of gamification-based teaching on junior secondary school student’s academic performance in mathematics in Kwara State. The study adopted a quasi-experimental pretest-posttest, non-equivalent group design. The population was all junior secondary students in Kwara State while the target population were all junior secondary students in J.S.S. 2 in Kwara-North Senatorial district. A purposive sampling technique was used to select two junior secondary schools based on the availability of computer laboratories. A total of 122 students (experimental group 64; control group 58) were involved. Three instruments were used for data collection. Split-half was used to test the reliability of the instruments and coefficients of .89 were obtained Data collected were analyzed using descriptive and inferential statistics at 0.05 level of significance. The study revealed that; gamification-based teaching had a significant effect on the experimental group (F (1,54) = 1.826; p< 0.05) and female students in the experimental group significantly performed better than male students after the treatment. This study concluded that the use of gamification-based teaching in mathematics enhanced teaching-learning effectiveness in mathematics. The study, therefore, recommended among others, that mathematics teachers should use gamification in teaching mathematics to reduce the level of abstractness associated with teaching-learning of mathematics.

Application of Advanced Statistical Techniques to Improve the Prediction of Student Performance in Mathematics

The present study explores the application of advanced statistical techniques to predict the academic performance of students in the area of mathematics. Through the use of logistic regression models, decision trees, and neural networks, data from 500 high school students in public institutions were analyzed. The results show that advanced statistical techniques allow a more accurate prediction of academic performance, with a success rate of 87% in neural network models. These findings suggest that the integration of these tools can facilitate the early identification of students at risk of low achievement and improve educational interventions.

Evaluation and Time Constraint: Impact of Time Processing on Mathematical Performance

This study investigated the impact of a temporal assessment context on children’s mathematical performance and anxiety. Children aged 7- to 9-years-old were given mathematics tasks under three different assessment conditions: no time constraint (NoT), time constraint with an invisible timer (IT), and time constraint with visible timer (VT). Results showed that children performed worse under the time constraint condition when the timer was not visible to them. This supports the resource-based theory of time perception, which suggests that the processing of temporal information is a demanding cognitive task that consumes limited attention resources. Of greater interest, the use of a visible timer improved children’s cognitive efficiency without compromising performance compared to the unconstrained time condition. Additionally, the study found that anxiety levels were lower in the situation with a time constraint with a visible timer compared to the two other assessment contexts. These results suggest that a situation with a pre-established time constraint where children can manage their time could alleviate their anxiety and better cater to their needs during the assessment. Overall, these results underline the benefits of a visible timer in providing an organizational framework for children and helping them process time, thus avoiding draining their attentional resources.

The predictive value of study orientations on mathematics performance in South African Grade 9 learners

Mathematics achievement is core to South Africa’s readiness for digital innovation, yet current pass rates in this subject are below the global average. Simply attributing mathematics performance to intelligence does not fully account for the multifaceted reality of achievement in the subject. The current study investigated the value of both cognitive and behavioural factors in predicting mathematics performance, as well as explored the interactions between these factors. A quantitative, cross-sectional design was employed. Grade 9 learners (N = 187) completed the Ravens’ Standard Progressive Matrices and the Study Orientation towards Mathematics assessments to establish their fluid intelligence, study attitude, mathematics anxiety, study habits, problem-solving behaviours and study milieu. Pearson correlation coefficients established the relationships between fluid intelligence, study orientations towards mathematics, and mathematics marks. These factors were also included in a linear regression and dominance analysis to compare their relative weights in influencing mathematics performance. Study attitude and fluid intelligence were found to be the most dominant, significant factors in the model, which explained 39% of the total variance (R2 = 0.390, F(6, 180), = 19.2, p 0.001). Moderator regressions between fluid intelligence and each of the study orientations further found that fluid intelligence and study orientations, with the exception of study milieu, independently influence mathematics performance.Contribution: This study proposes that educators and parents should support curriculum change that encourages positive attitudes towards mathematics and create supportive environments conducive to effective learning, rather than blaming a lack of cognitive potential for the disappointing mathematics pass rate.

Executive performance and mathematic learning difficulties

Considering the association between Executive Functions (EF) and performance in mathematic, we aimed to analyse the low executive functions – which impact the individual’s personal, social, and educational functioning –, and their associations with this performance and sociodemographic aspects not already explored in students aged 8 to 12 years. One hundred and ten participants were evaluated using the MMSE, Coruja PROMAT, NEUPSILIN-INF, FDT and a Sociodemographic Questionnaire. Correlation and regression analysis indicated that low executive accomplishment influences performance in mathematics, especially considering working memory and cognitive flexibility. The variables gender, family income and parents’ age were not related to the presentation of low EF. In contrast, the sociodemographic aspects of school shift and parents’ education were shown to be related to executive performance, especially among public school students, revealing the importance of attention to these factors.

The impact of multilingualism and socio-economic status on academic performance: evidence from the SCAMP and the national pupil databases

ABSTRACT This study examines the impact of multilingualism and socioeconomic status on academic performance within the UK, utilising data from 3,213 pupils from the National Pupil Database who also took part in the Study of Cognition, Adolescents and Mobile Phones (SCAMP). We employed multilevel modelling to analyse the relationship between language experience, socioeconomic status and Key-Stage 2 (KS2∼11 years) and Key-Stage 4 (KS4∼16 years) performance in English, Mathematics and Science. Findings reveal that multilingual learners initially face academic challenges at KS2, particularly in English and Science, but achieve comparable results with monolingual peers by KS4, overcoming early setbacks. Notably, simultaneous multilinguals not only catch up but excel beyond their monolingual counterparts by KS4, demonstrating the significant long-term academic benefits of early multilingual exposure and /or its associated cultural factors. Further analysis indicates that multilingual group membership mitigated the adverse effects of low socioeconomic status, with pupils from these backgrounds making substantial academic strides between KS2 and KS4 compared to monolingual peers. This challenges prevalent misconceptions about multilingualism in education. These findings underscore the need for educational policies that harness linguistic diversity to foster academic equity and success, emphasising the crucial role of language experience and socioeconomic factors in shaping educational outcomes.

Khan Academy Platform for Mathematics Teaching and Learning

Objective: To assess the impact of Khan Academy on the Mathematics educational process for UNDAC students and determine the relevance and efficacy of its content and strategies within the Mathematics-Physics program. Methodology: This research is framed within the positivist paradigm and takes on a quantitative approach. An experimental pre-experimental design was used with pretest and posttest in a single group. The study is applied in nature and is grounded in the contributions of expert researchers and methodologists on the subject. Analytical tools were developed with a reliability coefficient of 0.90, and the investigated population consisted of students from the Mathematics-Physics program at UNDAC. Results: Students who incorporated Khan Academy exhibited significant improvements in their mathematical performance. Persistence in using the platform led to significant enhancements in academic achievement. 70 % of the students reached high levels of mathematical skill development. The majority expressed high satisfaction with the platform. Conclusions: Khan Academy has a meaningful and positive impact on mathematics learning among university students at UNDAC. The platform not only promotes content mastery but also fosters learning autonomy. These findings advocate for the adoption of innovative educational technologies in teaching, especially within STEM disciplines.

Attitudes toward Learning Mathematics and Performance of Grade 11 Students in the New Normal

This study aimed to determine the relationship between students' attitudes toward learning mathematics and their mathematical performance in the New Normal at a secondary school in Davao region. Descriptive-correlational research design was used. With the stratified random sampling technique, 286 out of 1000 students were selected as respondents. Quantitative data were gathered using an adopted questionnaire and the data were analyzed using mean and Spearman correlation analysis. Results indicate that students’ confidence in learning mathematics is moderate and occasionally felt. Engagement in mathematics is frequently observed. Students place importance on mathematics and understand its purpose in their lives. The mathematics performance of the students is approaching proficiency level, indicating they require minimal guidance from teachers and assistance from peers. The students' overall attitude toward learning mathematics is high, and their mathematics performance in the New Normal is satisfactory. Among the indicators, only confidence in mathematics showed a significant correlation with mathematics performance. This finding highlights the important role of confidence in shaping students' success in mathematics during the New Normal, suggesting that interventions aimed at boosting confidence could further enhance their performance.

Mode of Instructional Delivery and Students’ Academic Performance in Mathematics and Non-mathematics Courses

This paper seeks to establish whether there is a statistically significant difference in students’ academic performance in mathematics and non-mathematics courses using face-to-face, online, and blended instruction. The study is quantitative research and employs a case study approach covering 603 students at the Catholic University of Ghana. The paired sampled t-test is adopted to analyze the data set. The study found that at a 5 percent significant level, there is no statistically significant difference in students’ academic performance in mathematics and non-mathematics courses using face-to-face instruction. Conversely, a statistically significant difference exists in students’ academic performance in mathematics and non-mathematics courses using online and blended instructions. The study concludes that non-mathematics courses can be best taught using online instruction whereas mathematics-related courses can best be taught using blended instruction. However, face-to-face instruction leads to no difference in students’ academic performance.

Trends in Malaysian Adolescents’ Mathematics Performance Across Two Decades: What Factors Matter?

The relationship between individual and school factors plays a crucial role in shaping adolescents' mathematics achievement. Individual factors, such as a student's motivation and educational expectation, directly influence their engagement and persistence in mathematical learning. Concurrently, school factors, including teacher quality and the availability of resources, create an environment that either fosters or hinders students' academic success in mathematics. Together, these factors underscore the need for a holistic approach to education that recognizes the interconnectedness of personal and institutional influences on student performance. Thus, this study investigates what individual and school factors have been associated with adolescents’ mathematics achievement over the last two decades. We examined six-wave data of Malaysia from the Trends in International Mathematics and Science Study (TIMSS). Multilevel modeling technique was employed for data composed of 5557, 5314, 4466, 5733, 9726, and 7065 eighth-grade students participating in 1999, 2003, 2007, 2011, 2015, and 2019, respectively. The results showed that 65.17%, 57.44%, 65.89%, 73.00%, 43.16%, and 61.69% of the total variance in mathematics achievement was due to school differences in these years. The findings also indicated that students with higher mathematics motivational beliefs scored higher. Students who more frequently spoke the language of the test at home achieved lower scores in the four waves of TIMSS; however, this trend changed in 2015 and 2019. Student educational aspiration emerged as a positive predictor of mathematics achievement in the last two assessments of TIMSS. Home educational resources and book ownership also significantly correlated with mathematics achievement. At the school level, teacher gender was negatively associated with achievement in all TIMSS waves except 2019. Students whom female teachers taught outperformed those whom male teachers taught. The longitudinal study of Malaysian students' mathematics performance reveals critical insights for educational stakeholders. The findings indicate that 43.16% to 73.00% of the variance in mathematical achievement is linked to school differences, underscoring the importance of equitable resource distribution. Moreover, students' motivational beliefs significantly influence their mathematics scores, suggesting a need for interventions that foster positive attitudes. The evolving correlation between home language proficiency and achievement emphasizes the necessity of integrating language support into educational strategies. Additionally, promoting educational aspirations is vital for enhancing performance, while the role of gender dynamics in teacher effectiveness warrants further exploration.

Technology-Integrated Instructions and Basic Mathematics Skills Acquisition in Public Secondary Schools in Rwanda: A Case of Nyagatare District

This research investigated the effects of technology-integrated instructions on basic mathematics skills in Rwandan secondary education. The study aimed to assess the types of technology-integrated instructional methods used for acquiring basic math skills in Rwandan public secondary schools, assess the level of mathematics skills and performance in these schools, and determine the relationship between technology-integrated teaching and the acquisition of basic math skills. Schools were selected based on their location and type. Theory used in this research project was cognitive load theory and constructivism theory. The target population included 214 teachers, 422 students, and 80 head teachers, total of 716 respondents, with a sample size of 257 participants. Data was gathered using questionnaires, interviews, and observation, employing purposive, stratified, and simple random sampling methods. Both qualitative and quantitative data collection and analysis methods were used. Qualitative data were analysed through content analysis, while quantitative data were presented using descriptive statistics (frequency, percentage, mean, and standard deviation) and inferential statistics (correlational and regression analysis) with IBM SPSS Version 21.0. Findings for the first objective showed that 85.7% of respondents strongly agreed on the use of computer algebra systems, 93.5% strongly agreed on blended learning and online education, 87.0% strongly agreed on the use of mobile and handheld devices, and 63.6% strongly agreed on software applications for mathematics calculations as methods influencing the acquisition of basic math skills. Regarding the second objective, 87.0% of teachers strongly agreed that verbal counting ability indicates math skill levels, 93.5% agreed that identifying more and less of a quantity shows math skills, 85.7% agreed on problem-solving skills as an indicator, 66.2% on recognizing numerals, and 77.9% on understanding size, shape, and patterns as indicators of math skills and performance. The study revealed a strong positive relationship between skills such as identifying quantities, verbal counting, problem-solving, and blended learning or online education. Problem-solving skills were also positively linked with computer algebra systems and blended learning. The significance of verbal counting was confirmed, as indicated by a p-value of less than 0.05. The study recommends using digital tools like calculators and graphing software to improve understanding of mathematical concepts. Real-world examples and multimedia can foster problem-solving abilities, while group work can enhance teamwork and communication skills. Educational software and online platforms provide personalized learning, enabling students to learn at their own pace and receive specific support.

Effect of Concept Mapping Teaching Strategy on the Performance in Mathematics of Grade 10 Students

Concept mapping is one of the teaching strategies that could facilitate meaningful connections and foster deeper understanding. The participants of this study were the 60 grade 10 students of Cabalantian National High School, Manticao, Misamis Oriental. This study sought to find out the significant difference between the pretest and posttest scores in mathematics when exposed using the concept mapping teaching strategy and the lecture method. The study used a true experimental research design, the randomized pretest-posttest control group design. This study utilized the percentage, independent t-test, and paired t-test to analyze the results. A paired t-test revealed a significant difference between the pretest and posttest scores of the students when exposed using the concept mapping teaching strategy compared to the lecture method, as shown in the mean difference of 12.467 with a t-value of 15.194 and a p-value of 6.9858 x 10^-22 when exposed to concept mapping teaching strategy and a mean difference of 7.7 with a t-value of 9.9454 and a p-value of 3.8005 x 10^-14 when exposed to lecture method, which is less than the p-value of 0.05 level of significance, and that leads to the rejection of the null hypothesis. This study concluded that concept mapping teaching strategy can better improve the student’s performance in mathematics.