Academic Performance In Mathematics Research Articles

Effect of Project Based Learning Method on Students ‘Academic Performance in Mathematics Subject in Rwanda

Purpose: The purpose of this study was to evaluate the effect of project-based learning (PBL) on students’ academic performance in mathematics at TTC Muhanga, located in Muhanga District, Southern Province. Methodology: A descriptive research design was employed, involving 889 participants, including 273 student teachers, 23 teachers, 1 dean, and 1 principal. The study ensured reliability through test-retest and Cronbach’s alpha methods, while content validity was assessed using the Content Validity Index (CVI). Data were gathered through questionnaires and interviews and analyzed using SPSS. Findings: The findings reveal a generally positive perception of PBL practices. Collaborative projects were particularly well received, with 73.9% of teachers agreeing that they enhance communication (mean score: 4.61). Hands-on activities were also endorsed by 69.56% of participants (mean score: 4.48), while technology integration received less consensus, with 60.87% agreeing on its effectiveness (mean score: 4.30). Reflection and presentation skills were highlighted as especially impactful, with 78.26% of respondents strongly agreeing (mean score: 4.65). The study further demonstrates that both collaboration (r = .904, β = .500) and technology use (r = .677, β = .553) significantly contribute to increased student engagement and improved academic performance. Unique Contribution to Theory, Practice and Policy: Based on these findings, the study recommends enhancing technology integration within PBL, promoting continuous professional development for teachers, emphasizing the importance of collaboration in PBL activities, and increasing opportunities for students to engage in reflection and develop presentation skills.

The Impact of Introducing Scientific Calculators to Junior High School Graduates on Their Academic Performance in Mathematics

Scientific calculators are commonly and widely used tools in senior high schools, offering students the ability to perform mathematical calculations faster and more efficiently. This study aimed to investigate the Impact of Scientific Calculators usage on Junior High School graduates Performance in Mathematics. The study was purely quantitative hence data was collected through survey questionnaires and a mathematics achievement test. The study's accessible population size and sample size consisted of 280 and 162 respectively. The sample of 162 students was selected using a systematic random sampling method. Data collected were analysed using descriptive statistics, a simple linear regression model, and a paired sample t-test. The study found a significant difference in students' test scores before and after the use of scientific calculators, t (162) = 17.199, p < .001, leading to a rejection of the null hypothesis. Additionally, a significant correlation was found between calculator usage and students' achievement test scores, F (162) = 24.614; p < .001. Based on these findings, the study recommended that the Ghana Education Service consider allowing and granting permission to schools to incorporate the use of scientific calculators into the teaching and learning of mathematics at the junior high level. This would enhance students' mathematics learning and academic performance. Furthermore, teachers at the senior high school level should introduce enrolled junior high school graduates in Form One to the proper and efficient use of scientific calculators. Students should be taught how to use calculators to solve simple mathematical questions, which would facilitate effective teaching and learning of mathematics

Influence of Teachers’ Experience in Information Communication Technology and Students’ Academic Performance in Mathematics in Public Secondary Schools of Rwanda: A Case of Kayonza District

The study evaluated the impact of teachers' ICT experience on students' math performance in public secondary schools in Kayonza District, Rwanda. Involving 259 participants (223 teachers and 36 head teachers), data were gathered through questionnaires, interviews, and observations, and analyzed using SPSS Version 20.0. Findings revealed that 83.5% of respondents strongly agreed that teachers skilled in MS Excel, 85.9% in PowerPoint, and 83.9% in preparing teaching materials with ICT tools positively influenced students' performance. Additionally, 82.3% noted that teachers trained in exam preparation with ICT tools demonstrated their ICT experience. Improved student outcomes were reported, with 79.4% noting better numeracy, 80.2% improved grades, and 78.3% enhanced skills in experimenting with MS Excel. A significant positive correlation was found between teachers' ICT expertise and students' math performance. The study suggests that proficiency in ICT tools enhances students' academic performance. The Ministry of Education should support ICT integration to boost academic achievement, with superintendents and head teachers optimizing ICT training and lab usage. Teachers should share ICT skills to improve instruction and student outcomes. Future research should investigate the broader effects of ICT in education on academic achievement in mathematics.

Effect of Implementing a Competence-Based Curriculum on Students’ Academic Performance in Mathematics: A Case of Selected Lower Secondary Public Day Schools in Rwamagana District, Rwanda

This study is designed to determine the effect of implementing competence-based curriculum on students’ academic performance in mathematics in selected lower secondary public day schools in Rwamagana District, Rwanda. This study is beneficial to Rwandan secondary schools, to the researcher himself, teachers, and other researchers providing advice on how they can develop the students’ competences in mathematics subjects. Guided by constructivism and social constructivism learning theories, the study’s participants were 8 head teachers and Deans of studies (5 respondents), 7 teachers of mathematics (5 respondents) and 275 students (158 respondents). These made a sample size of 168 respondents from four secondary day schools in Rwamagana district were involved in this research. The target population of this study was 290 participants. Purposive sampling by choosing the Dean of studies and Head teachers and simple random sampling was used to choose teachers and students as well as stratified random sampling. Instruments used to collect data are questionnaires and interviews. The quantitative data was analyzed by using IBM SPSS 20 while analysis of qualitative data was done using inductive thematic analysis. Results on the implementation of competence-based curriculum structure indicated that 81.7% strongly agree that discussing math concepts with classmates helps them to learn better. 86.7% agree that the school leaders support the implementation of Competence-Based Curriculum (CBC) in mathematics. 89.9% of the asked students agree that their mathematics teachers seemed well prepared to teach the CBC. The study found that the CBC program is being implemented effectively in Rwamagana District. Students are more engaged, better at problem-solving, and have a better understanding of math. The study shows that the program should continue and be improved to help students succeed in school and their careers. It was proposed that Rwanda Education Board is advised to support and train schools in implementing the CBC in mathematics. It should regularly evaluate and adjust the curriculum to improve outcomes. Teachers should participate in professional development and adopt a student-centered approach. Schools should ensure adequate resources and foster a collaborative culture. Families should encourage active student participation, maintain open communication, and provide a supportive home environment.

Effects of Classroom Seating Arrangement on the Academic Performance in Mathematics of Students in Public Day Schools in Musanze District, Rwanda

Effects of Classroom Seating Arrangement on the Academic Performance in Mathematics of Students in Public Day Schools in Musanze District, Rwanda

School Administrative Practices and Student Academic Performance in Mathematics in Technical Secondary Schools in Rwanda: A Case of Ngororero District

The research investigated school administrative practices and student academic performance in mathematics in technical secondary schools in Rwanda. Specifically, the research evaluates the school administrative practices that affect the students’ academic performance in mathematics in technical secondary schools in Rwanda, determines the level of student academic performance in mathematics in technical secondary schools in Rwanda, and analyses the relationship between school administrative practices and the students’ academic performance in mathematics in technical secondary schools in Rwanda. The targeted population was 7,549, for a sample of 481 respondents. This study used primary sources namely questionnaires and interviews to gather data. It employed purposive, stratified, and simple random sampling methods. Both quantitative and qualitative methodologies were used for analysis from IBM SPSS Version 21.0. For the first objective, results indicates that 83.3% of Teachers agree and 10.2 % agreed that Resource allocation and management show the school administration practices, and 73.1 % strongly agreed and 11.5 % agreed that Lead teaching and learning , 71.8% strongly agreed and 20.5 % agreed that The Link the school with other organisations show the school administration practices, 61.5 % strongly agreed and 21.8 % agreed that Driven data decision-making indicates the school administration practices and 62.22% strongly agreed and 21.8 agreed that Resource allocation and management indicates the school administration practices. For the second objective, 88.5% strongly agreed and 11.5% agreed that An increased score in the test and exam indicates the student's academic performance in mathematics,76.9% Strongly agreed and 11.5 agreed that Apply mathematical knowledge to solve complex problems and improve student academic performance in mathematics, 66.9% Strongly agreed and 23.1% agreed that Increased student participation in math class increases student academic performance in mathematics and 65.4% Strongly agreed and 23.1% agreed that Attendance and homework completion affect student academic performance in mathematics. Results on the relationship between school administrative practices and the students’ academic performance in mathematics in technical secondary schools in Rwanda. The study revealed a strong positive correlation between engaging stakeholders, leading teaching and learning, and linking the school with other organizations. Resource allocation and management and setting direction, with an increased score in the test and exam, apply mathematical knowledge to solve complex problems, increased student participation in math class, attendance, and homework completion rates, and that they were positively and statistically correlated since most of their levels of significance were greater than 0.05 in association. It is recommended that teachers' quality, classroom environment, and parental involvement positively impact academic performance. Smaller classroom sizes and higher teacher-student interaction are associated with higher achievement. Resources like textbooks, technology, and laboratory equipment also contribute to better academic performance, especially for students from disadvantaged backgrounds.

Effects of Teachers’ Mathematics Training Skills acquisition on Students’ Academic Performance in Public Secondary Schools in Rwanda

Background: This study investigates the effects of mathematics training for secondary school teachers on students' academic performance in mathematics in Rwanda, focusing on Karongi District. Teacher training is critical for enhancing teaching practices and improving student-learning outcomes. Despite various initiatives, reports indicate persistent challenges in teacher training effectiveness, affecting student performance. Methods: This research examined two objectives: evaluating the training skills mathematics teachers in Karongi District gain from these programs and assessing the academic performance in mathematics attributable to teacher training. A descriptive survey design was employed for the first two objectives, while a correlational design was used to assess the relationship between teacher training and student performance. Data were collected through questionnaires and interviews, and analyzed using SPSS version 30. The study targeted 484 individuals, including head teachers, deputy head teachers, district education officers, and mathematics teachers, selected through purposive and random sampling. Results and Discussion: Findings revealed that 93.7% of respondents agreed that training helps teachers in pedagogical preparation and content delivery, while 97.7% acknowledged increased student attendance and academic performance. A significant positive correlation (r = 0.498) was found between teacher training and student performance, with an R2 of 0.248. Conclusion: The study concludes that teacher training positively affects academic performance and recommends continuous support from stakeholders to enhance training initiatives.

Effects of Teachers’ Motivation on Students’ Academic Performance in Mathematics in Public Lower Day Secondary Schools in Rwanda: A Case of Kirehe District

Effects of Teachers’ Motivation on Students’ Academic Performance in Mathematics in Public Lower Day Secondary Schools in Rwanda: A Case of Kirehe District

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

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

Analysing the Influence of Students’ Resilience on their Mathematics Academic Performance in Mezam Division, Cameroon

The main objective of the study was to analyse the influence of students’ resilience on their Mathematics academic performance in Mezam Division in Cameroon. The study adopted the causal comparative research design. The study was carried out using seven functional public secondary schools in Mezam Division for the 2023/2024 academic year, with first cycle students (Forms 1 to 5) constituting the population of the study. With the help of the Krejcie and Morgan Table, a sample of 368 students was drawn from an accessible population of 8813 first cycle students. The proportionate stratified random sampling technique was used to select this sample for the collection of data. Data was collected using a structured questionnaire. The questionnaire was vetted by three experts and its test-retest reliability index established as 0.87. The data collected were analysed using frequency counts, means, Pearson product-moment correlation, one sample t-test and regression analysis. The findings of the study revealed that students in Mezam Division exhibit significantly low resilient abilities in Mathematics. The findings also revealed that there is a moderate positive correlation (0.587) between students' resilience and their Mathematics academic performance. Furthermore, the regression analysis indicated that approximately 34.4% of the variations in students' Mathematics academic performance can be accounted for or predicted by their resilience. It was recommended that educators and policymakers need to focus on nurturing, developing and fostering students' resilient abilities through targeted interventions and teaching strategies.

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

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

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

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

Effects of Teaching Aids on Student's Motivation in Teaching and Learning Mathematics in Day Secondary Schools, Rwanda: A Case of Rusizi District

The research investigated the effects of teaching aids on students' motivation to learn mathematics in day secondary schools in Rusizi districts. Specifically, the study identified the teaching aids that motivate students to learn mathematics in day secondary school in Rusizi districts, Rwanda, evaluated the level of student performance toward the use of teaching aids in learning mathematics in day secondary school in Rusizi districts, Rwanda, and examined the effects of using teaching aids and students' motivation to learn mathematics in day secondary school in Rusizi district, Rwanda. The population in this study consisted of 100 mathematics teachers with a sample size of 57 respondents, 50 head teachers, whose sample size is 28 respondents, and 162 students with a sample size of 67 respondents, with 175 as samples. To triangulate the data, primary sources were acquired utilizing questionnaires, interviews, and observation methods. To generate a sample population, the researcher used purposive sampling techniques to choose mathematics teachers and simple random sampling to choose students and headteachers. In data gathering and analysis, the study used both quantitative and qualitative methodologies in tandem. Content analysis aided qualitative data analysis, while quantitative data was presented using descriptive statistics (frequency, percentage, mean, and standard deviation) and inferential statistics (correlational and regression analysis) in the statistical package for social sciences. For the first objective, results indicate that 59.9% strongly agreed that the use of Geoboards in teaching indicates that they are being used as teaching aids. 96.6% strongly agreed that the use of algebra tiles in teaching and learning mathematics is indicated by the use of teaching aids, and 93.3% strongly agreed that the use of concrete materials in teaching and learning by teachers and students indicates that they are using teaching aids. 77.5% strongly agreed that place value blocks to teach numerical concepts for teachers are mathematics teaching aids. For the second objective, 84.3% strongly agreed that national examination results indicate their mathematics academic performance, 88.8% strongly agreed that homework completion indicates their mathematics academic performance, 67.4% strongly agreed that improved class participation indicates their mathematics academic performance, and 83.7% strongly agreed that the number of students above pass marks indicates their mathematics academic performance. Finally The study objective three revealed that the correlation and regression results established the existence of a positive correlation among the effects of using teaching aids and students’ motivation to learn mathematics in day secondary school in Rusizi district, Rwanda, where the Pearson's p-value and significance were justified by p-values less than 0.05, and the research results evidenced a positive correlation between the use of teaching aids and students' motivation to learn mathematics in day secondary school in Rusizi district, Rwanda. The study recommended that the government of Rwanda should allocate more instructional materials and training of mathematics teachers to enhance the use of the teaching aids in teaching and learning activities in Rwanda.

Differentiated Instructional Practices and Academic Performance in Mathematics

This study addresses the challenge of student performance in Mathematics by evaluating the effectiveness of differentiated instructional practices. Conducted in the Division of El Salvador City during the 2022-2023 school year, the research involved 156 teachers. It aimed to explore the respondents' profiles, the effectiveness of varied instructional methods, and their relationship to student performance in Mathematics during the First and Second Quarters. Data was collected through a descriptive questionnaire and analyzed using statistical tools like mean, frequency, standard deviation, and Pearson correlation. The findings indicate a significant positive relationship between differentiated instructional practices and students' academic performance in Mathematics. Differentiated instruction, which caters to diverse learning needs, enhances students’ understanding by fostering engagement, motivation, and comprehension. The study concludes that Mathematics teachers possess a moderate level of proficiency in using differentiated instructional practices. It highlights the importance of supportive learning environments, continuous professional development, and access to necessary resources for promoting academic success. Recommendations include ongoing professional development in Mathematics instruction and differentiation strategies, as well as targeted intervention programs for struggling students. Aligning tiered assignments with curriculum goals is also emphasized to ensure personalized instruction and the effectiveness of classroom tasks.

Project Go Boards: A Teaching-Learning Intervention to Improve Academic Performance in Mathematics Among Selected Grade 6 - Dalton Pupils

Project GO Boards are a carefully selected collection of activities that are differentiated and designed to support pupil engagement and learning motivation. This aligns with DepEd Memo No. O23 s. 2023, Adoption of the National Learning Recovery Program (NLRP) that shall help bridge the learning gaps of learners highlighting literacy and numeracy. This study was conducted at Itaas Elementary School involving fifteen pupils in the Grade Six-Dalton every Wednesday and Friday from November 2023 to February 2024. It sought to determine whether using the GO Boards effectively improved the respondents’ academic performance. The data-gathering tools included the 20-item pretest, post-test, and their reflection log-in sheet. In this study, GO Boards were effective in increasing the level of the student’s academic performance in Mathematics. This was based on the results of the post-test where the computed mean value was higher than the pretest Mean and MPS. Thus, the null hypothesis of the study was rejected, and the alternate hypothesis was accepted. There was a significant difference in the pretest and post-test scores of the selected students of Grade Six – Dalton before and after using the Project GO Boards. Based on the findings, it is concluded that the use of GO Boards improved the academic performance of the selected participants. They had improved their level of performance in mathematics, as manifested by the increase in post-test scores and their grades. The study's results showed that the intervention was effective in improving the academic performance in Mathematics among the selected Grade Dalton pupils.

Quantitative evaluation of a theoretical-conceptual model based on affective and socio-behavioral dimensions to explain the academic performance of mathematics students.

There is evidence that suggests that affective dimensions, personality traits, as well as students' cooperative interpersonal interactions, are an important element in the students learning process. In this work we propose a theoretical model, based on evidence, that shows the direct and indirect relationships between these factors and academic performance in mathematics courses, in undergraduate and school students. To understand the type of relationships between these variables, the PANAS psychometric test of positive and negative affect, the BIG FIVE personality test and the economic decision game DUPLES GAME were applied. The study sample was 130 students between 17 and 22 years of age from undergraduate and school (M ± SD = 20.1 ± 3.99). From a path analysis, statistically significant relationships were found, for example, a direct relationship between neuroticism and positive affect, which in turn is related to academic performance. We also found a direct relationship between neuroticism and negative affect, extraversion and positive affect. This allows us to propose that some of the independent variables of the model directly and indirectly influence the academic performance of students in the subject of mathematics. Positive affect and negative affect directly affect academic performance in mathematics, neuroticism has a direct impact on negative affect and extraversion direct impact on positive affect. Consequently, there are direct and indirect relationships between personality traits and affective dimensions, which affect the academic performance of mathematics students.

The Effect of Matific Platform on Preschool Students’ Academic Performance in Mathematics

This research aimed to examine the effect of the Matific platform on preschool students' academic performance in Mathematics in Al Dhafra Region, United Arab Emirates. It also examined the difference between boys’ and girls' academic performance after using the Matific platform during mathematics learning. An experimental research design with pre- and posttest was conducted over a four-week period. A convenient sampling technique was used to select twenty preschool students in an intact group (11 girls and 9 boys). Data was collected through the Achievement Test instrument using pretests and posttests. Descriptive statistics and paired samples t-tests were used to evaluate differences in pretest and posttest scores among individuals and groups, with further analysis conducted to examine differences between boys' and girls' performance. Findings suggest that there is significant effect of using the Matific platform on students' academic performance in Mathematics. However, no statistically significant differences were observed between the performance of boys and girls in utilizing Matific.

The Effect of the Relationship between Principals and School Governing Bodies on Grade 12 Learner Performance

This case study explores the effect of the relationship between the principal of a secondary school within a poor community and the school governing body (SGB) on Grade 12 learner performance. The paper challenges the negative stereotype of the relationship between school principals and SGBs in lower-quintile schools. Much of the literature reports on allegations by principals that SGBs do not contribute to the improvement of schools; rather, they interfere negatively with the management thereof. This paper is couched in the collegial model. Using a single case study, the findings are based on qualitative data collected during interviews conducted with the principal and the chair of the SGB as well as observations in the classrooms and on the school grounds. The study found that there was a good relationship between the principal and the SGB chair. The paper concludes that a harmonious relationship between the principal and the SGB allows the SGB to support the school, resulting in enhanced Grade 12 academic performance in mathematics. A harmonious relationship between the principal and SGB forms the foundation for the academic performance of learners, as the majority of the SGB is represented by parents of the school. The data collected during the research study suggests that the greater school community must ensure that the chair of the SGB and the school principal have a good relationship and that the SGB is supportive of the school in advancing its educational activities.

Learning Style Preferences of BSEd- Math Major Students in Mathematics of Investment

Student learning styles should affect assessment and instruction. Adapting the idea that people process information differently should guide our teaching. Much research has focused on learning style variations. Many feel that certain learning styles are better for certain subjects or expertise. This research examines students' learning styles and academic performance in Mathematics of Investment. VAK learning styles preference model correlation with BSEd Math majors' academic achievement. All first-year Visayas State University Bachelor of Secondary Education majors in Mathematics were targeted. The non-random purposive sampling method selected 27 students as respondents. Data was acquired using descriptive-survey research and Cynthia Arem's Learning Style Preference Inventory questionnaire. The Chi-Square Test compared Students' arithmetic grades to their learning styles. Results show that learning style affects student academic performance. Education-style questionnaires can help educators structure learning events in ways that are more popular or familiar to students by revealing respondents' preferences or self- beliefs. Educators should not assume that such attempts would improve student learning except to motivate volunteer effort. Knowing students' preferred learning styles can help educators overcome their tendency to treat all pupils equally and inspire them to use others.

Effectiveness of Group Work on Students’ Academic Performance in Mathematics at Primary Level: An Action Research

Group Work leads to effective learning in all subjects, including mathematics. This study aims to explore the effectiveness of group work on students’ academic performance in mathematics subjects at the primary school level through action research. Six students from class three of a public sector girls’ school were selected purposely for the study. Students were divided into two groups. A pre-test was conducted before the intervention, and a post-test was conducted after the group work intervention. The results of pre and post-tests were compared. It was found that group work is more effective in improving students' academic performance in mathematics at the primary school level. So, it is recommended that principals and teachers should use group work as a teaching strategy in their schools.