Academic Achievement In Mathematics Research Articles

Factors That Impact on Grade Nine Academic Achievement in Mathematics at Kikombe Day Secondary School

This study was done to find out the factors which impact grade nine learners’ academic achievement. It was conducted at Kikombe Day Secondary School, located in Solwezi of the North-Western province of Zambia. The target population for the study was the entire grade nine learner population of the school. The school had a population of about 300 grade nine learners. From this population, a sample of 150 learners was drawn for the study. A systematic simple random sampling technique was used in drawing the sample. The choice of the sampling technique was because the researcher had access to a complete list of all grade nine learners at the school. The data was collected from the drawn sample using a questionnaire which consisted of two sections namely five-point Likert scale and open-ended. The other open-ended questionnaire for teachers was also prepared and an achievement test for learners. To test the validity and reliability of the instruments, a pilot study was first conducted and had its results analysed. The appropriate changes were made to the instruments before the main study was conducted. A sample of 50 participants was drawn from the target population for the pilot study. The main study was then done by using the corrected instruments. The data which was collected was analysed with the help of the statistical package for social sciences (SPSS). The analysis process included ‘factor analysis’ and ‘Cronbach’s alpha tests’ for verifying validity and reliability respectively. The other technique used in data analysis was linear regression analysis which was used for determining which of the factors were responsible for the learners’ academic achievement. Following the literature reviewed, the researcher had hypothesised five different factors as being responsible for learners’ academic achievement at Kikombe Day Secondary Keywords: Academic achievement, learner, teacher, family, learning material and motivation DOI: 10.7176/JEP/13-7-05 Publication date: March 31 st 2022

The Effect of the Language of Instruction on Primary Students’ Performance: Evidence From Gulf States

Abstract: We explore the impact of the language of instruction on academic performance of Arabic-speaking students who are expected to learn mathematics and science in and through a second language (L2). Using as a theoretical background Cummins’s (1984) framework relating language proficiency to academic achievement, we provide some insights into the relationship between native language, second language proficiency, and academic achievement in mathematics and science among students whose “mother tongue” is Arabic. We employ a propensity score technique and use TIMSS 2019 standardized tests to explain the differences in achievement in mathematics and science between two groups of young children living in an Arabic dialect–dominated environment who get instruction in English and who receive instruction in classical Arabic. Our findings highlight that the language of instruction accounts for the variations in performance.

The Effect of Technology Assisted Teaching on Success in Mathematics and Geometry: A Meta-Analysis Study

In this research, experimental studies comparing the effectiveness of technology-assisted teaching to traditional method up on mathematical and geometry success are combined through meta-analytical review method. For that purpose, articles, master’s, and doctoral theses carried out between the years 2000-2016 in Turkey are examined. 98 studies on academic achievement meet the specified criteria and thus were included in the meta-analysis and the effect size between variables has been demonstrated by assembling numerically the findings of these studies. CMA 2.0, MS Office Excel 2010 programs were used in the analysis of the data. As a result of the calculations of meta-analysis, the effect size of the technology-assisted teaching is calculated as 0,758 on students' mathematics achievement and as 1,136 on students' geometry achievement. This study is based on the classification system according to Cohen (1988). The effect sizes attained represent a medium effect size for mathematics academic achievement and a very large size for geometry achievement. Those both values are regarded as medium effect size according to Cohen (1988). In addition, the comparative effect sizes of the studies included in the study were calculated according to techniques of implementation, level of education and learning fields. At the end of the research, it is found that according to the traditional learning method of technology-assisted mathematic and geometry teaching is more effective in terms of achievement. It is concluded that the effect size on the academic achievement of mathematic and geometry does not differ according to time of implementation, level of education, and learning fields

Examining Mathematics Achievement: An Analysis of Fourth and Eighth Grade TIMSS U.S. Data by Ethnicity, Gender, and Sociocultural Variables

Previous research studies about mathematics performance have continuously reported race/ethnic or gender gaps. Learners have different educational experiences depending on not only their ethnicity or gender, but also grade and sociocultural factors. However, only a few studies have considered all these factors integrally. Hence, the need of examining academic performance differences across ethnicity, gender, grade, and sociocultural variables led this study. The purpose of this study was to examine mathematics academic achievement of 4th and 8th grade African, Latinx, and Asian American students related to students’ ethnicity, gender, grade, and sociocultural variables such as student bullying, parental involvement, and engaging teaching. The guiding research question for this inquire was: Which factors (gender, student bullying, parental involvement, and engaging teaching) do predict the mathematics achievement of 4th and 8th grade African, Latinx, and Asian American students? The participants were total 9,605 fourth (n=4,785) and eighth grade (n=4,820) African, Latinx, and Asian American students in TIMSS 2015 U.S. national public-use data set. According to the results of multiple linear regression analyses, parental involvement was a significant predictor for all students across grade and ethnicity. In addition, engaging teaching from mathematics teachers significantly predicted 4th and 8th grade Latinx American students’ mathematics achievement. This study revealed that gender, student bullying, parental involvement, and engaging teaching had different level of impacts on mathematics achievement of each group of students.

Narcissism and Self-Esteem as Correlates of Secondary School Students’ Mathematics Academic Achievement in Anambra State

The impact of narcissism and self-esteem on academic achievement has long been an important issue in developmental research. The study aimed to explore the students’ narcissism and self-esteem as correlates of academic achievement in Mathematics in Anambra State. Five research questions and five null hypotheses guided the study. The study adopted a correlational approach. The population of the study comprised of 21204 SS2 students from which a sample of 630 was drawn. Multi-stage procedure was used to select the sample. Two standardized research instruments namely; Narcissistic Personality Inventory (NPI), and Self-esteem Questionnaire (SQ), as well as score from students’ promotional examination were used for data collection. Cronbach’s alpha was used to determine the reliability of the items in the instruments. The overall reliability coefficient was 0.75 which shows that the instrument was reliable and good for the study. The Pearson Product Moment Correlation was used to answer research questions 1 to 4 and to test hypotheses 1 to 4, while the research question 5 and hypothesis 5 were answered and tested with multiple correlations. The findings showed that students’ power narcissism recorded a very low positive relationship with academic achievement in mathematics. Findings also revealed that the multiple correlation of these variables is positively non significant with academic achievement in mathematics. Based on these findings, it was recommended that as narcissistic individuals believe strongly that they are better than others, teachers and counsellors should develop a strategy to enhance the confidence and ability in the students as these will help them to become life long learning individuals thereafter.

Are class size and teacher characteristics associated with cognitive outcomes in early grades?

ABSTRACT This study examines the associations between class size, teacher characteristics, and children’s academic achievement in mathematics, reading, and science using a recent, large-scale, longitudinal dataset. Individual fixed effects models, which control for observed and unobserved time-invariant student variables, were employed to conduct analysis of longitudinal data from the Early Childhood Longitudinal Study – Kindergarten in 2011 (ECLS-K:2011). Results suggest that reducing class size is associated with increases in reading and mathematics scores, but not in science scores. Non-linear class size effects were also detected and were more pronounced in reading achievement. Class size estimates were small in magnitude. A five-student decrease in class size corresponds to nearly a 0.01 standard deviation increase in mathematics and reading scores. None of the teacher characteristics were related to children’s cognitive outcomes. Finally, changing schools from grade to grade has a significant negative effect on children’s reading achievement.

Teachers‘ Experience and Motivation as Predictors of Students‘ Achievement and Interest in Mathematics in Delta North Senatorial District, Nigeria

This study examined teachers’ experience and motivation as predictors of students’ academic achievement and interest in mathematics in Delta North Senatorial District. Two research questions and two corresponding hypotheses that guided the study were answered and tested, respectively. The study employed the correlational research design. Three research instruments which are the Teachers’ Demographics and Motivational Level Questionnaire, Students’ Interest Questionnaire and Students’ Mathematics Achievement Score were used to collect the data analyzed for this study. The data obtained from the study were analyzed using, Canonical Correlation, Multiple Regression. The result obtained from the study revealed that Experience was found to be a significant predictor of students’ academic achievement in mathematics, but did not significantly predict student interest in mathematics. Motivation was also, a significant predictor of academic achievement, but not a predictor of student interest. The combination of the teacher variables highly predicted student academic achievement in mathematics and explained a very large variance in the dependent variable with Motivation being a higher unique contributor in the variance explained than teachers’ experience. The combination of the teachers’ variables did not significantly predict students’ Interest in mathematics. It was recommended that mathematics teachers that are experienced should be made to teach mathematics at the Senior Secondary level in schools and as much as possible, these teachers should be motivated (monetary and non-monetary) by their employers.

The effect of teaching based on mathematical modeling on students' academic achievement in mathematics and science education: a meta-analysis

The aim of this study is to determine the effect of teaching based on mathematical modeling on the students' academic achievement in mathematics and science education through meta-analysis. In this study, experimental studies carried out in the national and international literature were included in the meta-analysis. As a result of the literature review, 23 studies were obtained. The effect sizes were combined according to the random-effects model. As a result of the metaanalysis, the common effect size for academic achievement was calculated as 0.976 with a 95% CI of [0.742, 1.205]. It has been determined that mathematical modeling applications have a "large" effect on the students' academic achievement. As a result of the moderator analysis, it was determined that the effect sizes differed significantly according to the education level and course type but did not show a significant difference according to the research method, research design, and statistical test type. In addition, it was determined that the size of the class and the duration of the experimental procedure were not significant predictors of the effect sizes. According to these results, it can be said that teaching based on mathematical modeling can be an effective method of improving the academic achievement of students in science and mathematics education.

THE STATUS OF GRADE EIGHT STUDENTS’ ACADEMIC ACHIEVEMENT IN MATHEMATICS AND FACTORS AFFECTING: THE CASE OF SOME SELECTED PRIMARY SCHOOLS IN NEKEMTE TOWN

The study's main objective was to investigate the status of grade eight students' academic achievements in mathematics in governmental primary schools of Nekemte Town and the factors affecting them. For this research, 144 students were selected using simple random sampling, and 20 teachers were selected via purposive sampling techniques. On the other hand, 15 respondents were selected via purposive sampling for an interview out of 5 sample schools; the study design was employed a sequential explanatory research approach thereby, questionnaires, post-semi-structural interviews, and observation tools that analyzed and interpreted using descriptive statistics, independent sample t-test, multiple regression, and one-way ANOVA computed by SPSS- version 24:00. The results of students' achievement test corresponding with predicted factors was indicating a low average mean score of algebra and Geometry tests rated by accepted value (75%) of Cronbach alpha, ANOVA test scores between teachers and students respondents indicated that school facilities, teacher's quality, parental support and, parental level of education revealed (F>5.161.05) values. The results of multiple regression confirmed that the set of independent variables explained (P≤ .05) dependent variable was regressed on predicted variables such as school facility, teachers' quality, and parental educational level; however, attitude and parental support (P-v>.05). The R2=.357 depicted that the model explains 35.70% of the variance in achievement tests in mathematics. Similarly, qualitative data probe that independent study variables mainly affect students’ academic achievement in mathematics. From the finding, the researcher forwards recommendations for the unexplained variables that require diagnosis in further investigation to fit the model summary

Knowledge, Attitudes, Beliefs, and Student’s Academic Performance on Dynamic learning Program

The study aims to assess the students’ level of knowledge, attitudes, beliefs, and academic performance in a dynamic learning program (DLP). The Dynamic Learning Program (DLP), which is based on activity-based multidomain learning, requires students to work independently in order to read the concept notes and complete the exercises before the lesson is discussed and explained. This way, students can independently discover and understand the lesson. Students learn more by acting than by merely listening, according to the theory. This study utilized descriptive statistics to determine the students’ level of knowledge, attitudes, beliefs, and academic performance. The Pearson Product Moment Correlation Coefficient and multiple-linear regression were both used to determine which variable or variables, alone or in combination, best predict students' academic achievement in mathematics. This study was conducted at Pangantucan Community High School, Pangantucan, and Bukidnon. The respondents of this study were the 120 grade-11 students who were exposed to Dynamic Learning Program. The results of this study shown that the students are highly knowledgeable about DLP, and this teaching methodology was highly accepted and valued by the PCHS students. The academic performance of the students is above the average, it implies that the students who were exposed to dynamic learning programs have a good performance in their mathematics subject. However, the Pearson product-moment correlation showed that the student’s knowledge, attitude, and beliefs on Dynamic learning Program was not significantly correlated to their academic performance. And also, in the multiple-linear regression results showed that students’ knowledge, attitudes, and beliefs on dynamic learning couldn’t predict the academic performance of the students in their mathematics subject during modular distance learning modality.

Relationship between Learning Styles and Mathematics Academic Achievement of Secondary School Students in Awka Education Zone

Academic achievement of students occupies a very important position in learning process, thus, understanding its relationship with student’s learning style preference is an important consideration when designing classroom instruction. This study determined the relationship between learning styles and students’ Mathematics academic achievement in Awka Education zone, Anambra State. The study adopted a correlational research design. A multi-stage sampling procedure was adopted and used in selecting a sample size of 1,241 students from a population of 6,279 students in public secondary schools. A validated questionnaire titled, Learning Style Questionnaire was used to collect data for the study. The questionnaire has reliability coefficient alphas of 0.68, 0.64 and 0.77 on each of the learning style cluster. The questionnaire was administered through direct delivery approach. Data was collected and analysed using percentages and Pearson Product Moment Correlation Coefficient. Findings from the study revealed among others that; there is very low negative relationship existing between the secondary school students’ visual learning style and their achievements in Mathematics in Anambra State; there is very low negative relationship existing between the students’ auditory and kinesthetic learning style and their achievements in Mathematics in secondary schools. Similarly, the findings revealed that the relationship existing between the secondary school students’ visual, auditory and kinaesthetic learning style and their achievements in Mathematics is not significant. Based on the findings, the following recommendations among others were made that teachers should take into account their students ‘diverse learning styles in order to design instructional methods that take care of those diversities and remain sensitive of such during the instruction process.

Mathematics Anxiety as a Predictor of Academic Achievement in Mathematics among Higher Secondary School Students

The Aim of this study is to find out the relationship between Mathematics Anxiety and Achievement in Mathematics of Higher Secondary School Students. The Sample of the study was selected by using Simple Random Sampling technique which includes 1050 Higher Secondary School Students in Chennai. Normative Survey Method was used to collect data. Mathematics Anxiety was measured using the Mathematics Anxiety Scale. Correlational Analysis was the Statistical Technique used. Study reveals that there exist a Negative Correlation between Mathematics Anxiety and Achievement in Mathematics. Results shows that higher the Mathematics Anxiety, lower the Achievement in Mathematics. Based on the results, it was recommended that, Mathematics Teachers should be trained periodically in order to have ideas of innovative approaches of Teaching Mathematics to avoid Anxiety

Increasing Students’ Mathematics Learning Levels via Lesson Study

The aim of the study was to test the effect of teachers’ professional development upon students’ mathematics academic achievement levels with the help of lesson study. In this manner, the study aimed at increasing students’ mathematics learning levels via lesson study. Action research was used as research method in the study. The sample of the study was consisted of 32 6th- grade students who were studying at the school having lower academic success. Four different learning outcomes about “natural numbers activities” were tried to develop in the process of implementation of the study. The achievement test called as “the achievement test about natural numbers activities” was used as data collection instrument which was developed by the researchers. According to the findings of the study, there was significant difference between academic successes of the students. Lesson study is designed to support students’ learning by choosing a lesson, a subject and an aim. According to the study’s findings and results, it was seen that the lesson plan, research lesson, new teaching strategies and materials, which were prepared with different views altogether, made the students’ learning levels and qualities increase and also develop reasoning.

Differential return on investment: Academic growth in mathematics and reading based on initial performance.

Students vary in their initial achievement when they enter school and their rate of academic growth as they move through school. These differences have implications for classroom instruction and educational policy. Although previous research has examined initial achievement and growth differences, a gap remains in understanding how initial level of achievement interacts with subsequent growth as children move through school. Using Vygotsky's zone of proximal development (ZPD) and return on investment as theoretical grounding, this registered report examined how students' initial academic performance relative to their school predicts their subsequent academic achievement. The stage 1 accepted registered report is available at https://osf.io/9zmak/. Specifically, we tracked the achievement of a cohort of students who started at or above their school's mean at the beginning of third grade and tested a range of hypotheses regarding their achievement and growth as well as which students showed the greatest gains from their time in school. Using a large database of student academic achievement in the United States, this registered report included de-identified data from all students from fall 2014 to spring 2017 in grades three through five from the ten US states with the highest participation for the Northwest Evaluation Association's Measures of Academic Progress (MAP®) - a computer adaptive test of academic achievement in mathematics and reading. Because the MAP is taken at least twice per school year, up to six scores were included on mathematics and reading achievement for effective samples of approximately 220,000 students. We built separate reading and mathematics three-level piecewise longitudinal hierarchical linear models (student repeated measures, nested within students, nested within schools) to model student growth from the beginning of third grade to the end of fifth grade (i.e., three academic years and two summers). For both mathematics and reading, average student achievement growth slowed as they progressed from third through fifth grade. From there, the findings diverged. In mathematics, student growth was mostly similar across achievement levels and grades from third through fifth. However, in reading, above-average students demonstrated slower growth than average students during the school year but faster growth during the summer. Also of note, at the beginning of third grade, the highest achieving students outscored average students in their school by more than 2 years in mathematics and 3 years in reading. Our results may be able to be explained via a ZPD model, which posits development only occurs when students are placed in appropriately challenging environments. In mathematics, the observed pattern of relatively consistent growth across achievement levels suggests average students were just as likely to be in their ZPD as higher achieving students. In reading, as initial achievement increased, student reading growth slowed, which suggests the higher the initial achievement, the less likely students were to be in their ZPD. If a goal of education is for students to learn new things, our results suggest existing school offerings in reading are not meeting that goal equitably for students across the performance spectrum. Differential growth patterns should be considered when designing learning experiences for students who enter with a wide range of prior mastery.

Asynchronous-Synchronous Teaching Techniques to Reinforce Achievement in Grade 2 Mathematics

This study aimed to explore teaching techniques that would reinforce academic achievement in Mathematics of Grade 2 pupils in Camp Evangelista Elementary School in Cagayan de Oro City, Philippines for school year 2020-2021. Asynchronous and Synchronous teaching techniques were employed in the class. The instruments used in the study were the School Learning Modules (SLMs) crafted and provided by the Department of Education, the video lessons patterned from the SLMs, the First and Second Quarter grades that represent their achievements in Mathematics, and the Reflection papers submitted by the pupils every grading period for feedbacking. The study was quantitative in nature and data gathered were analyzed using frequency, percentage, and paired sample t-test. Findings revealed that there was a significant difference in the academic achievement of the pupils in Mathematics after exposure to Synchronous and Asynchronous learning as evident in the Second Grading grades. It was disclosed that the intervention employed to reinforce pupils’ achievement in Mathematics is effective in this new normal learning. The researchers recommend that teachers may use this teaching technique to reinforce achievement particularly in Mathematics.

Asynchronous-Synchronous Teaching Techniques to Reinforce Achievement in Grade 2 Mathematics

This study aimed to explore teaching techniques that would reinforce academic achievement in Mathematics of Grade 2 pupils in Camp Evangelista Elementary School in Cagayan de Oro City, Philippines for school year 2020-2021. Asynchronous and Synchronous teaching techniques were employed in the class. The instruments used in the study were the School Learning Modules (SLMs) crafted and provided by the Department of Education, the video lessons patterned from the SLMs, the First and Second Quarter grades that represent their achievements in Mathematics, and the Reflection papers submitted by the pupils every grading period for feedbacking. The study was quantitative in nature and data gathered were analyzed using frequency, percentage, and paired sample t-test. Findings revealed that there was a significant difference in the academic achievement of the pupils in Mathematics after exposure to Synchronous and Asynchronous learning as evident in the Second Grading grades. It was disclosed that the intervention employed to reinforce pupils’ achievement in Mathematics is effective in this new normal learning. The researchers recommend that teachers may use this teaching technique to reinforce achievement particularly in Mathematics.

Mathematics Teaching Efficacy Belief and Attitude of Pre-service Teachers and Academic Achievement

Given the importance of the beliefs and attitudes of the pre-service teachers, this research aims at studying the relation between mathematics teaching efficacy beliefs of pre-service teachers, their attitude towards mathematics and their mathematics academic achievement. Specifically, this work considers both factors together and studies their correlation with mathematics academic achievement. The Mathematics Teaching Efficacy Belief Instrument (MTEBI) is used to measure the teachers’ efficacy beliefs of pre-service teachers. Besides, the Attitude towards Mathematics Scale (AMS) is used to rate students’ attitude towards mathematics. Participants are 57 pre-service teachers of the third year of the primary education degree. Students of third years of the bachelor’s degree were invited to answer the MTEBI and AMS. Obtained results reaffirm that both teachers’ efficacy beliefs and attitude towards mathematics are key factors for pre-service teacher’s mathematics academic achievement. Moreover, the two factors correlate moderately with one another. Furthermore, results manifest that Personal Mathematics Teaching Efficacy (PMTE) is the most determining subscale for academic achievement. It is evidenced the importance of strengthening both the pre-service teachers’ efficacy beliefs and the attitude towards mathematics.

Senior High School Students’ Character Traits, Word Problem Analysis Skills and Academic Achievement in Mathematics

This study was conducted with the purpose of finding out whether the character traits significantly influenced the problem solving analysis skills and academic achievement in mathematics of Senior High School students. It was a descriptive – survey and correlational study which involved 75 students, total enumeration was utilized. Questionnaires were availed to gather the data needed. Frequency count, percentage, weighted mean and chi-square (x2) were employed to arrive at precise and valid results. The findings of the study revealed that character traits of students were varied, however, majority were satisfactory. They practiced acceptable and healthy behaviours in relating with others. Majority of the pupils were above average in their level of problem analysis skills in involving problems in mathematics. Most of them had achieved an academic achievement of satisfactory. They had mastered the skills as per required of them to learn in Mathematics. It was found out that character traits significantly influenced the problem solving analysis skills and academic achievement in mathematics.

Relationship among Emotional Intelligence, Self-Efficacy and Academic Achievement of Secondary School Students in Mathematics in Imo State

Aims: The study determined the type of relationship between emotional intelligence and academic achievement of secondary school students, the type of relationship between self-efficacy and academic achievement of secondary school students, the type of joint relationship among emotional intelligence, self-efficacy and academic achievement of secondary school students in Mathematics in Imo state.
 Study Design: Correlational Survey research design.
 Place and Duration of Study: Secondary school II students in Imo State, Nigeria Sample:
 Methodology: The study adopted the correlation survey design. Disproportionate stratified sampling technique was used to select a sample size of 1250 SS II students from a population of 6960 SS II students in government owned secondary schools in Imo state. The instruments adopted for data collection were standardized emotional intelligence inventory (EI) and self-efficacy scale (SES). These instruments were administered using direct delivery approach with the help of regular teachers as research assistants from the sampled schools. Research questions 1 and 2 were analyzed using Pearson Product Moment Correlation Coefficient, while research question 3 was analyzed using multiple regression analysis. The hypotheses postulated was tested at 0.05 level of significance using multiple regression analysis which determined the R, R-squared and adjusted R-squared. The significant value on the coefficient table was used to test hypotheses 1 and 2, while the ANOVA F-ratio, R, R-squared and adjusted R-squared coefficients derived from multiple regression analysis were used to test hypotheses 3.
 Results: The findings of the study revealed a moderate positive relationship of 0.643 existing between secondary school students’ emotional intelligence and their academic achievement in Mathematics, Also, a very low positive relationship of 0.310 existing between secondary school students’ self-efficacy and their academic achievement in Mathematics, a moderate positive relationship of 0.451 existing among secondary school students’ emotional intelligence, self-efficacy jointly with their academic achievement in Mathematics. Furthermore, a significant relationship between emotional intelligence and academic achievement of secondary school students in Mathematics in Imo state. There is a significant relationship between self-efficacy and academic achievement of secondary school students in Mathematics in Imo state. There is a significant relationship existing among secondary school students’ emotional intelligence and self-efficacy jointly with their academic achievement in Mathematics in Imo state.
 Conclusion: The conclusion of this study creates an insight on the possible reasons for poor academic achievement in accordance with their personality traits and have provided justification for the expressed concerns.

Algebraic Skills and Academic Achievement in Mathematics of Grade 7 Students in a Philippine Chinese School

Mathematics achievement is an essential part of a student's academic achievement. However, teaching and learning mathematics is a significant concern in education, especially in distance learning. This paper described the algebraic skill level and academic achievement in mathematics of Grade 7 students of a Chinese high school. Also, it determined the difference in their level of algebraic skills according to learning modality. It determined whether a significant relationship exists between algebraic skills and academic achievement. Using the researcher-made questionnaire and students' secondary data (average grade from the first quarter to the fourth quarter in Mathematics), mean, standard deviation, Kruskal-Wallis, and Spearman's rho were used. Results reveal that the level of algebraic skills were average while academic achievement levels were approaching proficient. No significant difference was found in their algebraic skills level according to learning modality. However, the significant low relationship was found between the students’ level of algebraic skills and academic achievement.