Academic Achievement In Mathematics Research Articles

Logical Mathematical Intelligence and its Impact on the Academic Achievement for Pre-Service Math Teachers

This study discussed the level of logical mathematical intelligence of pre-service female mathematics teachers. The problem arises in adopting traditional curricula for teaching mathematics, which leads to low student achievement. The study objectives to measure the students' level of logical mathematical intelligence, and find out the level of students’ achievement, and measuring the level of intelligence impact on the academic achievement. The study adopted the descriptive-analytical approach. The study population consisted of (45) pre-service female math teachers. A comprehensive sample was chosen. A questionnaire was used according to the (Likert) five-point scale, taking advantage of the MIDAS scale of multiple intelligences, which consisted of (17) statements, then the researchers developed the questionnaire up to (25) statements. The validity and reliability of the questionnaire were confirmed. The findings revealed that: The general average of the logical-mathematical intelligence level for the fourth-year students was in a high degree, when the arithmetic mean of the whole questionnaire was (3.71), standard deviation was (0.74). The marks of students’ semester average were: Agree with a rate of 36.4%, strongly agree with a rate of 29.5%. The cumulative average was; 72.7% for a good level, and 25% for a very good level. Finally, there is a significant effect between the logical-mathematical intelligence of the female students, and the overall academic achievement in mathematics. 
 
 Received: 21 September 2023 / Accepted: 17 October 2023 / Published: 5 November 2023

Broken Homes and Intact Homes Students’ Academic Attainment in Mathematics in the Kasena-Nankana Municipality, Ghana

Students’ academic attainment in mathematics can be influenced by several factors including the structure of student’s home. This study was therefore conducted to compare the academic achievement of students from intact homes and their colleagues from broken homes in mathematics in the Kasena-Nankana Municipality, Ghana. The study embraced a survey design using 26 students from broken homes who were purposely and conveniently selected and 26 students from intact homes selected using simple random sampling technique. The study relied on secondary data (mathematics scores from students report cards) and the data was analysed using independent sample t-test. The test results revealed a significant difference in mean scores between the two groups of students and this difference was in favour of the students from intact homes suggesting that students from broken homes performed poorly compared to those from intact homes. The finding implied that, family structure (broken or intact) is a factor that should not be undermined when looking at students’ performances in mathematics. The study concluded that broken home has a negative impact on basic school students’ academic achievement in mathematics.

The Effect of Cooperative Learning Method on Academic Achievement, Attitude and Critical Thinking Disposition in the 7th Grade Mathematics Lesson

This study aims to determine the contribution of the use of cooperative learning method in the 7th grade mathematics course on students' academic achievement in mathematics, attitudes towards mathematics and critical thinking dispositions. This study was conducted with 40 students in Anamur district of Mersin province in Türkiye in the 2020-2021 academic year. The study was conducted with a quasi-experimental design and collaborative teaching methods (Student Teams-Achievement Divisions and Team-Game-Tournament technique) were applied in the experimental group, and the activities in the Ministry of National Education middle school mathematics curriculum were applied in the control group. The data collection tools used in the study were the "Achievement Test" developed by the researchers, the "Attitude Towards Mathematics Scale" developed by Önal (2013), and the "Critical Thinking Disposition Scale" adapted into Turkish by Kılıç and Şen (2014). The study revealed that the academic achievement of the students in both groups increased significantly, attitude towards mathematics scores decreased significantly in the experimental group students and increased insignificantly in the control group students, and critical thinking disposition scores decreased insignificantly in the experimental group and increased significantly in the control group.

Assessing the Factors of Academic Achievement in Mathematics in the Modern World Using Structural Equation Modeling

In the Philippines, Mathematics in the Modern World plays a crucial role in various aspects of people's lives and shaping how people understand the world. The primary aim of this study was to construct the most suitable model for predicting academic success in Mathematics worldwide by investigating how self-concept, teaching quality, and the learning environment are interconnected. To achieve this, the study employed a descriptive-causal approach and utilized Structural Equation Modeling (SEM). Data were gathered from the 200 higher education students of a public community college in Davao del Norte through stratified random sampling. The results showed that the model developed for academic achievement effectively demonstrated the connection between teaching quality and the learning environment and their direct influence on academic achievement. This signifies that the extent of teaching quality and learning environment could mean higher academic achievement. Higher education institutions may consider the model in advancing the academic achievement of Mathematics in the Modern World.

Rural-urban disparity in students’ academic achievement in mathematics in BTR, Assam in the 21st century

As a result of its practical value in routine tasks and transactions, mathematics is regarded as a subject of utmost importance in people's lives. The researcher used a non-experimental quantitative research design focusing on a survey design in this study. The primary objective of the investigation is to investigate the school location to indicate the rural-urban prediction regarding academic achievement in Mathematics of senior secondary level schools in Bodoland Territorial Region (BTR) of Assam State, India. The overall population of the study amounted to four thousand twenty eight (4028) Grades tenth and two thousand six hundred thirty three (2633) Grade twelfth learners sampled from upper secondary schools of BTR in Assam. Research hypotheses were developed and put to the test. The data was analysed by using the statistical technique like descriptive statistics and t-test to determine the nature of achievement. The findings of the result revealed that there is a substantial mean difference in academic achievement in mathematics between boys and girls, students from rural and urban schools, rural school boys and urban school boys, and rural school girls and urban school girls in the tenth grade as well as twelfth grade.

Students’ Preference in Online Learning Environment and Academic Resilience in Relation to Their Academic Performance in Mathematics

Students' online learning environment and academic resilience are indicators of academic success in online learning. This study determined the level of perception in an online learning environment and academic resilience concerning students' performance in Mathematics among Junior High School students at Misamis University, Ozamis City, during the first quarter of the school year 2021-2022. The researchers used the descriptive-correlational research design. The respondents were 148 Junior High School students chosen by simple random sampling. The instruments used were the Students' Online Learning Environment Questionnaire (SOLEQ) and the Students' Academic Resilience Questionnaire (SARQ). Mean, standard deviation, Pearson r, and Stepwise Regression Analysis were the statistical tools used. Findings revealed that students had a high level of perception in their online learning environment and had high academic resilience in their online learning. They performed very satisfactorily in their online class. There was a significant relationship between the students' online learning environment in terms of computer usage, teacher support, and student autonomy and their academic performance in Mathematics. In the students' online learning environment, there was no significant relationship between the other variables and their academic achievement in Mathematics. Furthermore, there was a significant relationship between the students' academic resilience and their academic performance in Mathematics. Computer Usage predicted students' academic performance in Mathematics. Teachers need to be technologically proficient in using technology as an educational tool. School administrators conduct online seminars, trainings, and workshops regarding technical literacy. Future researchers must look into other factors contributing to the student's academic performance in online learning.

Writing Activities as Intervention for Improving Academic Achievement in Mathematics

<p style="text-align: justify;">Much research in Mathematics instruction has focused on collaborative learning and differentiated instruction. However, very little research in the Philippines focused on utilizing writing activities as an instructional intervention. Even in Mathematics, a subject grounded in computations, this can be beneficial. By explaining how a problem is solved, or why a solution is erroneous, students will learn how the concepts may be applied in a deeper sense. Given the pandemic's limits and the Philippines' low-performance ratings in international assessments, there is a pressing need to develop innovations to continue learning. Hence, this study investigated whether writing activities are effective in improving academic achievement in mathematics classrooms. Using an explanatory sequential mixed methods design, the study involved selected Grade 8 students in a public school in Pasig City. The results of the quantitative data showed a significant difference in the pre-test and post-test scores of the experimental group as compared to the control. This was supported by the qualitative data which revealed that writing activities help understand the topics, remember concepts, and serve as a reviewer before an assessment. Overall, the study suggests that writing activities as an intervention in mathematics are effective in improving the student’s academic achievement.</p>

Creative thinking in students of mathematics in universities and its relationship with some variables

Introduction. Understanding the level of creative thinking among university mathematics students is important for problem-solving and innovation. Findings can inform teaching methods and curricula to promote creative thinking. Exploring the relationship between creative thinking and variables like gender and academic achievement provides valuable insights. Developing creative thinking skills among university students is beneficial for their academic and professional pursuits. Aim. The present study aims to explore the presence of creative thinking skills in university students and how these skills differ based on gender, academic level, and academic achievement. Additionally, the study investigates the predictive ability of creative thinking skills on students' academic achievement. Study participants and methods. The sample comprised 166 undergraduate students at Al-Balqa Applied University (Jordan). The Torrance Test of Creative Thinking (TTCT) was employed to assess different dimensions of creative thinking, including fluency, flexibility, originality, and elaboration. The psychometric properties of the test were also examined. Descriptive statistics (mean and standard deviation) were used to analyze creative thinking levels. The study hinted at the potential use of inferential statistics like t-tests or ANOVA to examine group differences. Multiple regression analysis explored the relationship between creative thinking constituents and academic achievement, reporting significant findings using unstandardized coefficients (B), standard errors (SE), standardized coefficients (β), t-test statistics (t), and p-values (p). The results. The study findings reveal that mean TTCT scores increase with higher university levels: 57.00 (2nd year), 59.00 (3rd year), and 61.00 (4th year). Female students exhibit slightly higher creative thinking scores (mean TTCT score = 60) compared to males (mean TTCT score = 58). Academic achievement is positively associated with creative thinking, with mean TTCT scores of 48 (low achievement), 58 (medium achievement), and 68 (high achievement). Multiple regression analysis confirms the significant predictive ability of all four creative thinking constituents, with originality (β = 0.40) having the strongest impact, followed by fluency (β = 0.35), flexibility (β = 0.25), and elaboration (β = 0.15). Conclusions. Creative thinking levels among mathematics students at Al-Balqa Applied University increased with academic progression. Female students had slightly higher scores, and higher academic achievement correlated with higher creative thinking. All four creative thinking constituents positively predicted academic achievement in mathematics.

THE USE OF MANIPULATIVES AND ITS EFFECTS ON THE STUDENTS’ MATHEMATICS ACHIEVEMENT: AN EXPERIMENTAL STUDY

The purpose of this study is to investigate the effect of manipulatives (tangible learning materials) both on the mathematics achievement of 9th grade students. Pretest-posttest control group experimental model, which is one of the quasi-experimental research designs, was used in the study. The study group consisted of 86 ninth grade students (42 in experiment group and 44 in control group) studying in Camanlangan National High School in school year 2022-2023. As a result of the research, posttest mathematics academic achievement scores of experimental and control groups were found to differ significantly in favor of posttests in both groups. Hence, the use of manipulatives in teaching students helped improved their performance in mathematics. KEYWORDS: manipulative, mathematics achievement, secondary school students Camanlangan National High School

Self-esteem and Locus of Control as Correlates of Academic Achievement among Secondary School Students in Anambra State, Nigeria

Aim: The present study aimed at the correlation between self-esteem, locus of control and academic achievement of secondary school students in Mathematics.
 Study Design: Correlation Survey Research Design.
 Place and Duration of Study: The study was conducted among senior secondary school students from the six education zones in Anambra state.
 Methodology: This study was conducted among 18,297 senior secondary school students from the six education zones in Anambra state. The multistage sampling procedure was adopted to select a sample of 895 SS II students from Awka education zone. The instruments for data collection were; the self-esteem scale developed by Hare in 1975, the locus of control scale developed by Aston Trice in 1985. These instruments were examined and its usability and validity in Nigeria reported. The student’s terminal results in mathematics were gathered in order to measure student’s academic achievement scores in mathematics. The reliability of the instrument was as follows The Hare self-esteem scale was subjected to a test-retest reliability and indicated a good stability r = .56 to .65 for the three sub-scales and r = .74 for the general scale. The administration of the instrument was done through direct delivery approach. By this method, copies of the questionnaire were distributed personally to the respondents (SS II students) by the researcher with the help of the regular teachers from each school sampled, the teachers will be trained and enlightened on the research assistant’s role. Data relating to research question 1 and 2 was analyzed using Pearson product moment correlation coefficient, while research question 3 was analyzed using simple regression analysis. The research hypotheses raised were analyzed using multiple regression analysis. Multiple regression analysis determined the R, R – squared and R2 adjusted. The significant value on the coefficient table was used to test hypotheses 1 – 4, while the R, R – square and R2 adjusted coefficients were used to establish the percentage correlation among self-esteem, locus of control and academic achievement.
 Results: The study shows that a moderate positive relationship of 0.544 exists between male secondary school students’ self-esteem and their academic achievement in Mathematics. The study also revealed that, there is a significant relationship between self-esteem and academic achievement of male secondary school students in Mathematics in Anambra State. Also, a low positive relationship of 0.336 exists between male secondary school students’ locus of control and their academic achievement in Mathematics. There is a significant relationship between locus of control and academic achievement of male secondary school students in Mathematics in Anambra State. The results also revealed a moderate positive relationship of 0.562 exist among secondary school students’ self-esteem, locus of control jointly with their academic achievement in Mathematics, similarly, there is a significant joint relationship among secondary school students’ self-esteem, locus of control and gender with their academic achievement in Mathematics.
 Conclusion: Based on the analysis, it was concluded that, the absence of self-esteem and locus of control among students can lead to early discouragement, and in turn propel/ lead to poor academic achievement in core subjects despite the relevance of these subjects to academic growth and development. This can result in lack of interest and perseverance at school tasks, and ultimately, they may find it easier to avoid potential damage that might occur due to attributing failures to their own fault or ability.

Effectiveness of blended learning approach on academic achievement in mathematics among class viii in Kohima

Effectiveness of blended learning approach on academic achievement in mathematics among class viii in Kohima

The Effect of a Training Program in Improving Academic Achievement in Mathematics

The Effect of a Training Program in Improving Academic Achievement in Mathematics

Investigation of a developmental path model for interest in the study of mathematics

In this study, we investigated a developmental path model for interest in the study of mathematics and confirmed that interest in learning mathematics developed significantly from situational into individual interest. We also present results showing that revealed individual interest (RII) influenced students’ academic achievement as a mediating effect, although their potential individual interest (PII) did not directly affect achievement in mathematics. Finally, based on an identified developmental path model, a multigroup analysis was conducted to analyze differences along lines of gender and grade levels. The result showed a significant difference in the effect of RII on academic achievement in mathematics by gender and grade levels, and an effect of PII on RII by grade levels. These findings provide public and private education with implications for motivating students and maintaining their interest in mathematics.

GAMM과 PGM을 적용한 성장모형의 탐색

Exploring a growth model in a longitudinal study is as important as verifying the effectiveness of variables related to growth. In this study, in identifying the growth model, the analysis was conducted using the generalized additive mixed model (GAMM) and the piecewise growth model (PGM) in longitudinal study. For empirical data, GAMM and PGM were used for identifying changes in students' academic achievement in mathematics through the Korean Education Longitudinal Study (KELS-2013) data. As a result, the exponent of the growth model function optimized in GAMM was calculated as 2.98, confirming that the growth model was most suitable for a cubic function. In addition, as a result of verifying the random effect by applying GAMM, a growth of 198.73 points was confirmed in the first year, the starting point of the survey, and it was confirmed that female students showed 2.97 points higher growth than male students in terms of growth in students' math achievement. On the other hand, as a result of applying PGM, the turning point appeared at 2.54, and it was confirmed that the greatest change was shown at the time of school grade change from elementary school to middle school. Such results as in this study show different approaches through GAMM and PGM to explore data-based growth models, and these results can be greatly expanded to analyze growth models such as data-based machine learning methods.

GENDER DIFFERENCE IN STUDENT’S ATTITUDE TOWARDS MATHEMATIC AND THEIR ACADEMIC ACHIEVEMENTS AT SECONDARY LEVEL

The study was in purpose to find gender differences in student’s attitude towards mathematic and their academic achievement at secondary level. Data for this study was collected through the questionnaires from the students at Secondary schools of Rawalakot (three schools) and Muzaffarabad (two schools). Two hundred students (100) boys and (100) girls were selected randomly from available selected schools. Attitude scale towards mathematics (39 items) and academic achievement scale (65 items) were used as research instruments. The analysis of data revealed non-significant gender differences on the basis of enjoyment and motivation of mathematics. Significant gender differences were found regarding fear and anxiety of mathematics, females had more anxiety and fear then males. Furthermore, male students had more confidence and self-concept of mathematics then female students. Value and utility of mathematics is more in males then females. However, parents and teachers expect more from boys for good achievement and attitude of male students towards mathematics was greater than females. It was also observed that there were non-significant gender differences in overall academic achievement in mathematics. Keywords: Academic Achievement; Gender differences; Attitude; Mathematics; Secondary School Students

GENDER DIFFERENCE IN STUDENT’S ATTITUDE TOWARDS MATHEMATIC AND THEIR ACADEMIC ACHIEVEMENTS AT SECONDARY LEVEL

The study was in purpose to find gender differences in student’s attitude towards mathematic and their academic achievement at secondary level. Data for this study was collected through the questionnaires from the students at Secondary schools of Rawalakot (three schools) and Muzaffarabad (two schools). Two hundred students (100) boys and (100) girls were selected randomly from available selected schools. Attitude scale towards mathematics (39 items) and academic achievement scale (65 items) were used as research instruments. The analysis of data revealed non-significant gender differences on the basis of enjoyment and motivation of mathematics. Significant gender differences were found regarding fear and anxiety of mathematics, females had more anxiety and fear then males. Furthermore, male students had more confidence and self-concept of mathematics then female students. Value and utility of mathematics is more in males then females. However, parents and teachers expect more from boys for good achievement and attitude of male students towards mathematics was greater than females. It was also observed that there were non-significant gender differences in overall academic achievement in mathematics. Keywords: Academic Achievement; Gender differences; Attitude; Mathematics; Secondary School Students.

Extent of Peer Influence: Its Relation to the Social Well-being and Mathematics Academic Achievement of the Students

This descriptive-correlation study aimed to find out the extent of peer influence and its relation to the social well-being and academic performance of the college students. The study was conducted at Iloilo State College of Fisheries-San Enrique Campus during the first semester of academic year 2018-2019. Probability sampling technique was utilized, specifically the simple random technique in choosing the respondents. Sixty-four (64) students responded to the duly-validated researchers-made instrument. The respondents determined the extent of peer influence in which they are affected and the status of their social well-being. Data gathered were interpreted using the mean and Pearson’s r. The findings of the study showed that the extent of peer influence of the students was “high” and the status of their social well-being was “sociable”. The level of academic performance of students is described as “good”. Furthermore, the result showed that there is a marked or moderate and highly significant relationship between the extent of peer influence and social well-being and a negligible relationship was found between the extent of peer influence and academic performance of the college students.

Effect of Students Attitude Towards Mathematics on their Mathematical Achievement at Secondary School Level

The effect of student’s attitude on mathematical achievement has gathered tremendous attention from various researchers. However, there is a degree of inconsistency in the findings regarding these effects. The aim of the study was to find out the effect of students’ attitude towards Mathematics on their mathematical achievement at secondary schools in AJ&K. The objectives of the study were; to analyze students’ attitude in Mathematics at secondary level, to compare students’ attitude and academic achievement in Mathematics (gender wise) in AJ&K and to find out the effect of students’ attitude on Mathematical achievement at secondary level in AJ&K. The research was descriptive and quantitative in nature and cross-sectional survey was used to collect the data. All the students of 10th class of Govt. Secondary Schools in District Bagh AJ&K were the population of the study. There were 1076 students (458 boys and 618 girls) studying in 10th class in Government Secondary Schools of District Bagh. Sample was taken using Stratified random sampling technique. The researcher selected 444 students (192 male and 252 female) using proportionate stratified random sampling technique. The researcher developed five-point Likert scale questionnaire to collect the data. It was concluded that attitude had an impact on the mathematical achievements of the students. Parents’ education, qualification and social status had positive effect on academic achievements of students. It is recommended that students may be encouraged to achieve mathematical goals.

Self-Efficacy as A Correlate of Pupils’ Academic Achievement in Mathematics

The study examined the self-efficacy of pupils’ academic achievement in mathematics. The study adopted a correlational research design. A simple random sampling technique was used to select 568 pupils from 14 public primary schools in the research locale. Two research instruments were used for data gathering. The instruments were the Questionnaire on Pupils’ Self-efficacy (QFYPS) and Mathematics Achievement Test (MAT). One research question was raised while two hypotheses were postulated. QFYPS and MAT were validated by lecturers in the Department of Early Childhood and Primary Education, Kwara State University, Malete, Nigeria. QFYPS and MAT were also tested for reliability using the test-retest method and the reliability coefficients were 0.79 and 0.77 respectively. The research question was answered using Pearson Product Moment Correlation (PPMC) while the two hypotheses were tested using Independent samples t-test. The findings of the study showed that there was a positive relationship between pupils’ self-efficacy and their academic achievement in mathematics. Also, there was no significant difference in the self-efficacy of pupils based on gender. Finally, there was no significant difference in the academic achievement of pupils based on gender. Based on the findings of the study, it was recommended that Teachers and policymakers should implement strategies that enhance pupils' self-efficacy beliefs in mathematics.

Critical Thinking Ability as a Correlate of Students’ Mathematics Achievement: A Focus on Ability Level

This study investigated the correlation between critical thinking ability and academic achievement in mathematics among 200 Senior Secondary School Two (SS2) students in Orlu Education Zone in Imo State, Nigeria. The researchers utilized a correlational design and employed a multi-stage but simple random sampling technique to select the sample. Data were collected using two instruments: the Watson-Glaser Critical Thinking Appraisal (WGCTA) and the Mathematics Achievement Proforma (MAP). The validity of the WGCTA instrument was ensured through expert suggestions and guidance. The study addressed three research questions and tested three null hypotheses using the Pearson Product Moment correlation coefficient at a significance level of 0.05. The findings of the study indicated a low positive and significant correlation between critical thinking ability and academic achievement in mathematics for all students. However, there was no significant relationship between critical thinking ability and achievement among high achievers, while there was a significant but negligible positive relationship between critical thinking ability and achievement among low achievers. The study recommended that mathematics teachers should incorporate critical thinking development in their classroom instruction to enhance the critical thinking ability of students, which can lead to improved academic achievement, especially among low achievers.