Academic Achievement In Mathematics Research Articles

Social Networking And Students’ Academic Achievements In Mathematics In Senior Secondary Schools, Ikom Education Zone, Cross River State, Nigeria

Social Networking And Students’ Academic Achievements In Mathematics In Senior Secondary Schools, Ikom Education Zone, Cross River State, Nigeria

Rehabilitation of Executive Function in Pediatric Traumatic Brain Injury (REPeaT): Outcomes of a pilot randomized controlled trial.

To evaluate the effectiveness of Cogmed Working Memory Training (Cogmed) in improving working memory (WM) and decision making (DM) in childhood traumatic brain injury (TBI), and any associated increases in functional outcomes such as academic achievement in mathematics, behavior, social skills, and quality of life. A randomized controlled trial of the Cogmed (RM version) intervention for children with TBI. A total of 69 children post-TBI were screened for WM impairments, of which 31 eligible participants (Mage: 10.6 years; male n = 21) were recruited and randomized to either the treatment group (Cogmed, n = 16) or the active-control group (Lexia Reading Core5, n = 15). Both groups completed computerized training for 5 weeks with clinician support via an online video platform. Immediately posttraining and at 6 months follow-up, primary (WM and DM) and secondary functional outcomes were assessed. Immediately postintervention, significant improvement was found in one primary outcome (WM verbal component) for the Cogmed group, but this was not maintained at the 6 months follow-up. No immediate improvements or maintenance gains (small effect sizes) in other primary outcomes of visuospatial WM or DM were reported in the Cogmed group. No other significant group differences were detected for other functional outcomes. Despite the limited benefits observed in this small randomized controlled trial, it will be beneficial to investigate Cogmed's efficacy in a case-series methodology, to further determine its effectiveness in a pediatric TBI population. Furthermore, a cautious approach in clinical implementation of Cogmed is advised. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Students’ Attitudes in Mathematics: When the Context Highlights the Importance of Emotions – A Secondary Publication

This article aims to gain a better understanding of how students’ attitudes toward mathematical problem-solving operate. More specifically, it examines the extent to which these attitudes may play a different role depending on the context. To this end, we submitted two very similar golden rule math problems to 94 students in grade 10, once in the mathematics class and once in the French class. Our results are presented in three parts. First, in line with much other research, we highlight the significant gender differences in attitudes, with girls developing more negative and potentially deleterious attitudes to their learning. Second, we find significant links between various dimensions of attitudes (cognitive, affective, and behavioral) and students’ academic achievement in mathematics. Finally, our analyses underline that in the context of the mathematics course, it is mainly anxiety that disturbs the success of the exercise, whereas the resolution of a very similar exercise is favored by positive emotions when it is inserted into a French worksheet. This suggests that students activate certain attitudes depending on the context – and in particular certain affects – which will have an impact on their performance. Such a result thus underlines the importance of emotions in learning and the way in which the context can induce them.

Harmonizing mathematics: Unveiling the impact of music integration on academic performance – A meta-analysis

Drawing on 23 comprehensive studies and integrating 49 effect sizes via a three-level random-effects model, this meta-analysis critically examined the impact of music integration on mathematical learning. Our findings unequivocally highlight the substantial impact of music interventions on mathematical performance, unveiling distinct moderators—intervention methods, grade levels, music genres, and publication years—crucial in elucidating music's nuanced influence on mathematical performance. This synthesis not only solidifies the empirical foundation for the symbiotic relationship between music and mathematics but also furnishes actionable insights, empowering educators and researchers to tailor pedagogical strategies, thereby fostering enhanced mathematical competence. Also, this meta-analysis extends our comprehension of the intricate dynamics underlying music-integrated learning, fostering avenues for future research and pedagogical interventions geared toward elevating academic achievement in mathematics.

Developing Academic Achievement in Mathematics on Fractions through Active Learning Combined with Skill Practice for Grade 3 Elementary Students

This research aims to 1) develop an effective Active Learning plan combined with skill practice according to the 70/70 criterion, 2) study the learning achievement index through Active Learning combined with skill practice, and 3) investigate the satisfaction towards Active Learning combined with skill practice. The sample group consisted of 27 Grade 3 students from Muang Wapi Pathum School, during the first semester of the 2023 academic year, selected through purposive sampling. The research tools included 1) 10 Active Learning plans totaling 10 hours, 2) mathematics skill practice, 3) an achievement test consisting of 15 multiple-choice questions, and 4) a satisfaction questionnaire regarding Active Learning combined with skill practice, using a 5-point Likert scale with 13 items. The statistical analysis included mean, percentage, standard deviation, and effectiveness index. The research found that the Active Learning plan was effective with an efficiency of 81.00/82.20, which meets the predefined criterion of 70/70. The effectiveness index was 0.6828, indicating that students improved their learning by 68.28 percent. Overall satisfaction was at the highest level, with an average score of 4.54.

Teachers’ Professional Competencies As Determinants Of Students’ Academic Achievement In Mathematics In Uyo Education Zone Of Akwa Ibom State, Nigeria

This study examined teachers’ professional competencies as determinants of students’ academic achievement in Mathematics in Uyo Education Zone of Akwa Ibom State, Nigeria. Two hypotheses were formulated to guide the study. Literature relating to the variables under study was reviewed. Ex-post facto research design was adopted. A sample of 800 out of 7479 students was selected using stratified and simple random sampling procedure. The instruments titled Teachers’ Professional Competencies (TPC) and Mathematics Academic Achievement Test (MAAT) Items were used for data collection. The reliability estimate of the TPC was established using Cronbach Alpha giving a reliability estimate of .78 for teachers’ lesson presentation and .79 for teachers’ knowledge of the subject mastery while MAAT was established using Kuder Richardson formula K-R20 at. 80. These estimates having met the criterion for stability, warranted in use for data collection. Linear Regression was adopted to test the two hypotheses at .05 level of significance. The result of the analysis revealed that teachers’ lesson presentation and teachers’ knowledge of subject mastery significantly predicts students’ academic achievement in Mathematics. Based on this finding, it was recommended among others that teachers should regularly attend conferences, seminars and workshops of stakeholders in education in order to improve their competence in lesson presentation, subject mastery and enhance students’ academic achievement in Mathematics.

Effect of Computer Assisted Instruction on Mathematics achievement among Secondary School Students in Delta State, Nigeria

The study investigated the effect of computer assisted instruction in Mathematics achievement among secondary school students in Delta State. Two research questions were raised and two hypotheses were tested at 0.05 level of significance. The study adopted the pre-test, post-test, non-randomized control group design and the population of the study comprised of 1337 senior secondary school students in Aniocha South Local Government Area Delta State. Purposive sampling technique was used to select two public and two private schools to give a sample size of 141 students. The research instrument was the Mathematics Achievement Test (MAT). The. Kuder-Richardson Formula- 20 yielded a reliability coefficient of 0.80. Data were analyzed using mean, standard deviation, t-test and ANCOVA statistics. The study revealed, that there was a significant difference between the mean achievement scores of students taught mathematics with computer Assisted Instruction (CAI) method and those taught using the lecture method. A significant difference was found in the mean scores of Mathematics students taught with computer assisted instruction based on their gender. It was concluded that computer assisted instruction method is an effective method for improving students’ mathematics achievement in secondary school students in Aniocha South Local Government Area of Delta State. It is therefore recommended that computer assisted instruction should be applied in the teaching of Mathematics in senior secondary schools in Delta State to improve academic achievements. Keywords: Mathematics Academic Achievement, Computer Assisted Instruction, Academic Abilities, High Academic Ability, Low Academic Ability

Teaching mathematics in an EFL context at higher education; before, during and after the COVID-19 pandemic: a comparative study

Teaching mathematics in an EFL context at higher education; before, during and after the COVID-19 pandemic: a comparative study

다문화 수용성이 수학 학업성취도에 미치는 영향에 대한 자아개념 조절 효과

The acceleration of societal transformation towards a multicultural society emphasizes the necessity for education in school settings to incorporate cultural diversity. In this study, hierarchical regression analysis was conducted to explore the moderating effects of self-concept on the relationship between multicultural acceptance and mathematical academic achievement.
 First, the analysis examined the moderating effect of familial self-concept on the relationship between relationships with multicultural friends and mathematical academic achievement. As familial self-concept increased, the extent to which the relationship with multicultural friends negatively influenced mathematical academic achievement diminished.
 Secondly, the analysis explored the moderating effect of academic self-concept on the relationship between perceptions of foreigners and mathematical academic achievement. As academic self-concept increased, the extent to which perceptions of foreigners positively influenced mathematical academic achievement became stronger.
 Thirdly, the analysis examined the moderating effect of academic self-concept on the relationship between relationships with multicultural friends and mathematical academic achievement. As academic self-concept increased, the extent to which relationships with multicultural friends negatively influenced mathematical academic achievement became stronger.
 This study provides foundational insights into the moderating effect of self-concept on the relationship between multicultural acceptance and mathematical academic achievement, with a focus on exploring strategies for practical application in educational settings.

Mathematical ability as a correlate of students academic achievement in mathematics: a study of secondary schools in edo and delta states

Mathematical ability as a correlate of students academic achievement in mathematics: a study of secondary schools in edo and delta states

Bullying at School and Students' Learning Outcomes: International Perspective and Gender Analysis.

The present study empirically investigates how school-based bullying victimization affects students' learning outcomes, taking into consideration international and gender perspectives. The main objective of the present research is to provide a better understanding of the consequences of bullying victimization in the learning process of adolescents. We estimate a statistical function that empirically establishes the relationship between the students' outcomes in mathematics, reading, and science (output) and a wide set of explanatory variables (educational factors), one of which is that of being bullied. The present study uses a large sample of 612,004 students between 15 and 16 years old, attending 21,903 schools in 79 countries. The data come from the 2018 round of the Programme for International Student Assessment. The results indicate that bullying victimization is associated with decreases in academic achievement in mathematics, reading, and science. In addition, no relevant differences by gender are observed in reading and science but, other factors being equal, bullied males score less than bullied females in mathematics.

Investigating the Effect of the Traditional Flipped Classroom in Teaching Primary 3 Class Mathematics

Purpose:
 The purpose of the study is to investigate how the "flipped" classroom impacts Primary 3 Mathematics students' learning and achievement. 
 Methodology:
 In this study, mathematics instruction in Primary 3 was recontextualised using the Flipped Classroom methodology. Using pre- and post-test methodology, a quasi-experimental research design was used with 81 lower essential school students from two private primary schools. Data collection utilised three designed instruments: the Mathematics Achievement Test (MAT), Traditional Flipped Classroom Instructional Guide (TFCIG), and Control Group Instructional Guide (CGIG). The test-retest reliability of MAT was established at 0.75. The study explored the potential benefits of the flipped classroom model in improving pupils' mathematics achievement and interest within the three primary classes. Two hypotheses were formulated and analysed using descriptive statistics for demographics and Analysis of Covariance (ANCOVA) at a 0.05 significance level.
 
 
 
 Findings:
 The findings shed light on the success of using a flipped model to recontextualise math classes at the Primary 3 level in Mathematics in Ilorin South Local Government Area of Kwara State, Nigeria. The findings indicate a significant positive effect of traditional flipped classroom instructional strategy on pupils' academic achievement in Mathematics. However, there was no significant interaction effect between treatment and gender. The conclusion is that the traditional flipped classroom instructional strategy improves pupils' academic achievement, irrespective of gender. This study found a statistically significant effect size for the flipped classroom instructional strategy.
 Unique Contributions to theory, policy and practice:
 This research contribution is twofold. Firstly, the study advances our understanding of the advantages, difficulties, and prospective improvements of flipped learning in Mathematics classes in Primary schools. Secondly, this study helps teachers understand how to integrate the flipped classroom within the learning and teaching system.
 
 The study recommends that school teachers or educators undergo training to implement traditional flipped classroom instructional strategies in math classes effectively.

Enhancing Mathematical Learning Achievements for First-Grade Students at SDN Kebagusan 04 Pagi, South Jakarta Through Cooperative Learning Model Implementation

Mathematics is an abstract discipline that involves concepts and ideas derived from logical reasoning and practical applications in the real world. The objective of this study is to assess the academic achievements in mathematics, specifically in the area of basic flat shapes, among first-grade students at SDN Kebagusan 04 Pagi, located in South Jakarta. The study will utilize the cooperative learning method known as group investigation. The study will utilize the cooperative learning method known as group investigation, which is a specific type of cooperative learning model. This study employs a cyclical framework based on the Kemmis & McTaggart model, which comprises four stages: planning, implementation, observation, and reflection. The research findings indicated a rise in students' proficiency in mathematics. The mean scores of the students are as follows: pre-cycle 63.00, cycle I 66.00, and cycle II 82.00. Additionally, there was a rise in the proportion of students who attained the minimum level of completeness. Specifically, in the pre-cycle, 33.33% of students achieved this level, while in cycle I, the percentage increased to 40.00%, and in cycle II, it further rose to 80.00%. In conclusion, the implementation of the group investigation cooperative learning approach has the potential to enhance students' academic achievements and comprehension of mathematical concepts.

Social Goal Orientation, Academic Engagement and Creativity as Predictors of Secondary School Students’ Academic Achievement in Mathematics in Anambra State, Nigeria

Social goal orientation, academic engagement and creativity are strong indicators and facilitators for effective learning. The association among these variables to jointly predict academic achievement has been vague and nebulous in the field of educational psychology. The study aimed to explore the students’ social goal orientation, academic engagement, and creativity as predictors of academic achievement in mathematics in Anambra State. Four research questions and three null hypotheses were formulated for the study. The study adopted a predictive correlational design. The population comprised of 21,204 SS II students from which a sample of 1560 was drawn using probability sampling procedure. Standardized research instruments such as; Social Goal Orientation Questionnaire (SGOQ), Students’ Academic Engagement Questionnaire (SAEQ) and Epstein Creativity Competencies Inventory (ECCI) developed by Epstein were used for data collection. Students’ mathematics achievement scores from the state wide promotion examination were used to represent mathematics achievement. Cronbach’s alpha was used to determine the reliability of the items in the instruments. A reliability indices were found to be .88, .82, and .92 for SGOQ, SAEQ and ECCI respectively. These scores made the instruments fit for the study. The standard multiple regression was used to analyze the collected data. The standard multiple regression was used to analyze the collected data. The research question 1 was answered using multiple regression. The research question 2 was answered using unstandardized β. The research question 3 was answered using adjusted R2. The research question 4 was answered using standardized β. The null hypothesis 1 was tested using F-test for regression model. The null hypothesis 2 was tested using t-test for adjusted R2. The null hypothesis 3 was tested using t-test for β at .05 level of significance. Findings showed that students social orientation, academic engagement and creativity scores yielded an adjusted R square of .007. This implies that predictors accounted for about 0.7% of the variance scores in academic achievement. Also, the analysis of variance indicated that the regression equation was significant in predicting academic achievement in mathematics. This implies that at least one of the independent variables significantly predicted academic achievement in mathematics. Based on these findings, it was recommended that students should consider social goal orientation, academic engagement and creativity as adaptive motivational variables that have jointly predict academic achievement.

Examining Students’ Mental Toughness, Self-Worth and Critical Thinking Skill as Predictors of Academic Achievement in Mathematics in Anambra State, Nigeria

Students’ mental toughness, self-worth and critical thinking skill are strong facilitators and drive for effective learning. The study aimed to elucidate students’ mental toughness, self-worth and critical thinking skill as predictors of academic achievement in mathematics in Anambra State. Four research questions and three null hypotheses guided the study. The study adopted a predictive correlational research design. The population of the study comprised of 21204 SS II students from which a sample of 840 were drawn. Multi-stage procedure was used to select the sample. Three standardized research instruments namely; Mental Toughness Questionnaire (MTQ), Contingencies of Self-Worth Scale (CSWS) and Critical Thinking Questionnaire (CTQ) were used for data collection. Students’ Mathematics Achievement Scores (SMAS) from the state wide promotion examination were used to represent mathematics achievement. Cronbach’s alpha was used to determine the reliability of the items in the instruments. Reliability index were found to be .68, for mental toughness .89, for self-worth, and .74, for critical thinking skill. The data were analyzed using standard multiple regression analyses. The t-test for r, F-test and test of significance for β, were used to test hypotheses at .05 level of significance. Findings from the study showed that using mental toughness scores yielded an adjusted R squared of .008. This implies that predictors accounted for about 0.8% of the variance scores in mathematics academic achievement. Also, that mental toughness significantly predicted academic achievement scores in mathematics since their p-values are smaller than .05, while self-worth and critical thinking scores does not significantly predict academic achievement scores in mathematics since their p-values are greater than .05. Based on these findings, it was recommended that students should endorse the use of mental toughness, self-worth and critical thinking skill since the outcomes of the study have indicated that the variables relatively and jointly contributed in predicting students’ academic achievement in mathematics.

EXAMINING ACHIEVEMENT GOAL ORIENTATION AND SELFCONCEPT AS PREDICTORS OF SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT IN MATHEMATICS IN ANAMBRA STATE, NIGERIA

Achievement goal orientation and academic self-concept to be considered as adaptive learning behaviours have been a debated in educational psychology research. The study aimed to examine achievement goal orientation, and academic self-concept as predictors of secondary school students’ academic achievement in Mathematics in Anambra State. Four research questions and three null hypotheses guided the study. The study adopted predictive correlational research to provide answers to the research questions and testing of the hypotheses. The population of the study comprised 21204 from which a sample of 750 was drawn. Multi-stage procedure was used to select the sample. Standardized research instruments namely; Achievement Goal Orientation Questionnaire (AGOQ) and Self-Description Questionnaire (SDQ) were used for data collection. Students’ Mathematics Achievement Scores (SMAS) from the state-wide promotion examination were used to represent mathematics achievement. Cronbach’s alpha was used to determine the reliability of the items in the instruments. A reliability index of 0.84, 0.72, 0.86, 0.74 and 0.87, for mastery-approach, mastery-avoidance, performance-approach, performance-avoidance and academic self-concept respectively. The standard multiple regression was used to analyze the collected data. The research question 1 was answered using multiple regression. Research question 2 was answered using unstandardized β. Research question 3 was answered using adjusted R2. Research question 4 was answered using standardized β. The null hypothesis 1 was tested using the Ftest for the regression model. The null hypothesis 2 was tested using a t-test for adjusted R2. The null hypothesis 3 was tested using a t-test for β at a .05 level of significance. Findings showed that students’ achievement goal orientation and academic self-concept scores jointly predicted their academic achievement scores in mathematics. It was indicated that mastery avoidance, and work avoidance, relatively and significantly predicted academic achievement in mathematics, while mastery-approach, performance approach, performance avoidance and academic self-concept do not relatively and significantly predict academic achievement in mathematics. Finally, it was recommended that students should adopt achievement goal orientation and academic self-concept in their learning process since the variable had jointly predicted achievement scores in mathematics.

Parents’ Educational Level and Their Occupation as Predictors of Scholastic Performance in Mathematics of Higher Secondary School Students

The Present Study has been specifically intended to study Parents’ Educational Level and their Occupation in relation to Academic Achievement in Mathematics of Higher Secondary School Students. Survey Method is employed in this study. Sample of the Study is comprised of 1050 Higher Secondary School Students. Simple Random Sampling Method is adopted. The relative contribution of personal variables (Education of the Father, Education of the Mother, Occupation of the Father, Occupation of the Mother), and Research variable (Academic Achievement in Mathematics) are investigated in this study. For the purpose of present study, 42 schools have been selected from Chennai District. 1050 students were selected from 42 schools (12 Government schools, 14 Government Aided schools and 16 Private schools). Thus, in the present study, different Types of Schools such as Boys, Girls and Co-education were selected randomly. Each student was provided with a booklet containing Personal Data Sheet. There was a provision in the front page for the students to fill their Higher Secondary Mathematics Marks secured in the Board Exam. The formulated hypotheses were tested using Descriptive Analysis and Differential Analysis. Based on the Results, it shows that Parents’ Educational Level and their Occupation as Predictors of Scholastic Performance in Mathematics of Higher Secondary School Students.

Students’ self-efficacy in mathematics academic achievement: Do teachers’ personality traits matter?

Students' academic achievement is influenced by a wide range of factors, ranging from individual, family-related, school-related, and societal factors. The current study explores the effect of students’ self-efficacy (SSEF) on math academic achievement among secondary students, with a specific focus on the potential moderating role of teachers' personality traits (TPTS). To achieve the study objective, an epistemological-positivist research paradigm and cross-sectional research design were used to guide the study. Confirmatory factor analysis (CFA) and PROCESS macro were employed for data analysis. The results reveal a significant and positive correlation between SSEF beliefs and their math academic achievement (β = 0.4525, p = 0.0000). Moreover, the results demonstrate that the effect of SSEF on math academic achievement is significantly increasing at the increased level of TPTS (β = 0.0572, p = 0.0089), affirming the crucial role of TPTS in shaping SSEF and math academic endeavours. These findings hold relevant for educators, schools’ administrators, and policymakers. Among others, the study recommends the need to design and implement training programs, workshops, seminars and offer teaching tools that nurture and cultivate SSEF, self-esteem, and TPTS in shaping students' trajectories of math success. This study unravels the intricate interplay between self-efficacy, TPTS, and secondary students' achievements in the realm of mathematics. By so doing, the study contributes to both theoretical knowledge and practical insights, offering a deeper understanding of the complex factors influencing academic success in math among secondary students.

Over Schooling And Pupils’ Academic Achievement In Mathematics In Calabar Municipality Local Government Area Of Cross River State, Nigeria

This study which adopted the survey design research determined the influence of over schooling on pupil s’ academic achievement in mathematics. The study answered two research questions and tested two null hypotheses. A sample of 400 primary four pupils were selected from public schools using the simple random and purposive sampling techniques for the study. One instrument titled “Mathematics Achievement Test” (MAT) was used for data collection. The reliability of pupils’ MPT was established through Kuder Richardson formula K-R20 which yielded .81. The independent t-test was used to test the two null hypotheses. The two analyses were tested at. 05 level of significance. The findings of the study reveal that pupils in over schooling schools significantly differ in their academic achievement in Mathematics from their counterpart in schools without over schooling and also there is a significant influence of gender on pupils’ academic achievement in Mathematics based on over schooling schools. Based on the findings of this study, it was recommended, amongst others, that policy makers should formulate policies to promote and encourages primary schools over-schooling and also Mathematics teaching and evaluation strategies should be free of gender bias.
 

Students’ Satisfaction and Attitudes Toward Mathematics in Blended Learning in Relation to Performance in Mathematics

This research delved into the pivotal role of student satisfaction and positive attitudes in fostering academic achievement in Mathematics, particularly within the context of blended learning. The investigation encompassed the attitudes and satisfaction levels of 163 Grade 7 to 10 students, selected via stratified random sampling. Employing a descriptive-correlational research design, the study utilized questionnaires to collect data, which were subsequently analyzed through Mean, Standard Deviation, Pearson Product-Moment Correlation Coefficient, and Stepwise Multiple Regression Analysis. The findings unveiled a prevailing positive attitude among students toward blended learning, indicating satisfaction with the instructor, instructional methods, interaction, and technological aspects during the blended learning experience. Furthermore, the students' performance in Mathematics exhibited a satisfactory level during blended learning. A noteworthy correlation emerged between students' favorable attitudes toward Mathematics and their academic performance. Additionally, a significant relationship was identified between students' satisfaction with the teacher and interaction during blended learning, and their subsequent academic performance in Mathematics. Crucially, the study identified predictors for students' performance in Mathematics during blended learning, highlighting the influential role of their attitudes toward liking Mathematics and their satisfaction with teachers. In light of these findings, the study proposes that Mathematics educators should proactively incorporate activities aimed at enhancing student satisfaction and cultivating positive attitudes toward Mathematics within the blended learning modality. This strategic approach is posited to contribute significantly to optimizing academic outcomes in Mathematics.