Academic Performance In Mathematics Research Articles

The determinants of school performance in selected MENA countries: what role of the education system’s characteristics?

Based on data from the 2011 TIMSS international survey related to the 2nd year of secondary school of eleven MENA countries, this work aims to identify the characteristics of the educational system that influence the students' academic performance in mathematics in these countries, while highlighting the case of Morocco. The estimation of an empty three-level model, to explain the probability of achieving a score of 400 points or more in mathematics, showed that a significant and non-negligible part (8.04%) of the total variance is due to the differences between the characteristics of the countries. The results of this study showed that, particularly in Morocco, students' academic performance could be improved by providing autonomy to schools to choose the syllabus, by making preschool a obligatory educational cycle and by increasing the volume of time reserved for teaching mathematics.

Investigating the Impact of Parental Factors on Students’ Academic Performance in Mathematics: A Comparative Analysis of Motivation, Provision of Instructional Materials.

This study sought to investigate the impact of parental factors on students’ academic performance in mathematics: a comparative analysis of motivation, provision of instructional materials in Oredo Local Government Area of Edo State. To guide the study, three hypotheses were formulated and were tested at 0.05 alpha level of significance. The descriptive survey was used as the design for the study and the population consisted of 2, 516 SSII students in the six selected schools out of the 14 public senior secondary schools in Oredo Local Government Area of Edo State. The sample of the study consisted of 250 SSII students which represented about 10% of the population. The instrument used for the study was a constructed questionnaire titled “Parental Mentoring Strategies and Students Academic Performance in Mathematics” (PMSAPMQ). The instrument was of four sections. Section A comprised 10 items on parental mentoring strategies; Section B consisted of another 10 items requesting responses on parental motivation; section C comprised 10 items on parents’ provision of instructional resources and finally Section D requests for students’ academic score in Mathematics in their last term. Three experts, one in the field of Measurement and Evaluation, one in Educational Planning and Administration while the other expert in Counselling Psychology validated the instrument. The test-re-test reliability method was used and the data collected was analysed using the Pearson Product Moment Correlation. The instrument yielded correlations coefficients of 0.89 for parental mentoring strategies; 0.77 for parental motivation and 0.85 for parental provisions of instructional materials. The instrument was administered to the selected sample and data collected was analysed and results showed that there was a significant influence of parental motivation, parents’ provision of instructional materials and parental mentoring strategies on students’ academic performance in Mathematics in Oredo Local Government Area of Edo State. Based on the findings of the study, it was therefore recommended that parents and teachers should make use of motivation, provision of instructional materials mentoring strategies to enhance students’ academic performance in mathematics in secondary schools in Oredo Local Government Area of Edo State.

Assessing the Effectiveness of Microlearning on Primary School Puipils’ Academic Performance in Mathematics in Mangu Local Government Area, Plateau State

This study assessed the effectiveness of micro learning on primary school pupils’ academic performance in mathematics in Mangu Local Government Area; Plateau State. The design adopted for the study was a descriptive survey design with four research questions and one hypothesis formulated to guide the study. The population consisted of 1,432 public primary five pupils. A sample of 190 respondents was selected to participate in the study using stratified random sampling technique. A questionnaire titled Effectiveness of Micro Learning on Public Primary School Pupils’ Academic Performance in Mathematics Questionnaire (EMLPPSAPMQ) was used for data collection. The reliability of the research instrument was obtained using Cronbach alpha method with reliability coefficient of 0.87. The research questions were answered using the mean score, while hypothesis was tested using chi-square at 0.05 level of significance. Results indicated that micro learning reduced study time and improves mathematics performance by enhancing understanding of mathematical concepts, developing problem-solving skills and critical thinking and increasing pupil motivation and engagement. Arising from these findings; it was recommended that Ministry of Education should integrate micro-learning into the primary school mathematics curriculum, to leverage digital resources for enhanced learning outcomes and Government should allocate necessary funds to ensure adequate digital infrastructure and resources for micro-learning in all primary schools.

Attitude in Learning as a Mediator for Engagement and Academic Performance in Mathematics

This study specifically focuses on mathematics, as it plays a crucial role in educational settings and is a fundamental subject for academic success. By examining the mediating effect of attitude on learning and its relationship with engagement, the research aims to understand how these variables contribute to academic performance in mathematics. The researcher used adapted survey questionnaires to collect information from 148 randomly selected respondents using the "Fishbowl Draw Method." Descriptive statistics, the Pearson product-moment correlation coefficient, and regression analysis were employed as statistical tools to analyze the data. These analyses indicated that students exhibited a high level of engagement, academic performance, and attitude toward learning mathematics. A significant relationship was found between student engagement and academic performance in mathematics, as well as between student engagement and attitude toward learning. However, the relationship between attitude toward learning and academic performance was not significant. Moreover, the impact of student engagement on academic performance was observed solely through its direct influence and not via an indirect effect stemming from attitudes toward learning. Accordingly, considering that attitude toward learning does not mediate the relationship between engagement and academic performance, students should focus on strengthening their classroom engagement to improve their academic performance. Future researchers are recommended to investigate other variables such as teaching methods and students' learning styles as mediators.

Predicting Academic Performance in Mathematics through Online Learning Constructs and Content Proficiencies

This study explores the evaluation of online distance learning as a significant alternative to traditional education, specifically focusing on its application in Grade 11 mathematics education. The research, conducted in six public senior high schools in Quezon City District IV, employs a descriptive-correlational design and involves 873 Grade 11 students attending online classes. Constructs of online learning, including motivation, access and use of technology, perception, self-directed learning, and online teaching approaches, were examined to understand their impact on mathematics academic performance. The findings revealed that students strongly embraced self-directed learning in the online environment, demonstrating high motivation. Positive feedback was observed towards technology use, online teaching approaches, and the overall perception of online learning. Academic performance was generally satisfactory, with diverse achievements in content-based competencies like Functions and Their Graphs, Mathematics of Investment, and Math Logic. Significant low positive relationships were identified between mathematics academic performance and online learning constructs, as well as content-based competencies. Key predictors of mathematics academic performance included motivation, technology access and use, and online teaching approaches. However, the perception of online learning and self-directed learning did not significantly predict academic performance. These findings contribute to a multiple linear regression model explaining 24% of the variance, highlighting the need to optimize online learning for enhanced mathematics academic performance. Recommendations include students enhancing technology skills and self-directed learning, considering specialized mathematics classes, teachers intensifying instruction in crucial areas, and the Department of Education sustaining the Open High School program while simplifying essential learning competencies in General Mathematics. Future research should explore additional online learning factors for a comprehensive understanding of the subject.

Investigating the Influence of Instructional Materials on the Academic Performance of Secondary School Students in Mathematics.

Instructional materials play a vital role in teaching and learning objectives especially in technical subjects. This study investigated the Instructional Materials on the Academic Performance of Secondary School Students of Public and Private Secondary Schools in Mathematics in Ikenne Local Government Area of Ogun State and how it affects learning outcomes. A total of twelve public secondary schools and thirteen private secondary schools in Ikenne local government were investigated. The research hypothesis states that there is no significant relationship between types of instructional materials available for use and students’ academic performance in mathematics in public The study found out that most instructional materials used in teaching and learning mathematics are available in most of the private secondary schools and the students are satisfied with how the instructional materials are used in teaching them but were not visibly available in public secondary schools. The analysis revealed that the students in public secondary are not satisfied with the availability of instructional materials and how the instructional materials are used. The study recommends that mathematics teachers should endeavor to use improvised instructional materials for effective teaching of mathematics in public secondary schools where these instructional materials are not available to ensure that teaching and learning of mathematics is seamless. Also, Government and school proprietors should ensure that adequate employment of committed and qualified mathematics teachers are available to teach the subject in all secondary schools.

Https://www.jippublication.com/leveling-up-mathematical-skills-the-effectiveness-of-game-based-learning

This quantitative study, using an experimental approach, aimed to determine the effectiveness of game-based learning in teaching mathematics. The respondents were fourth-grade pupils in an elementary school in Aleosan, North Cotabato, Philippines. Data were gathered using a pre-test questionnaire adopted by the researcher and a researcher-made post-test questionnaire validated by experts. The data were analyzed using weighted means and paired and unpaired t-tests. Results revealed that academic performance in mathematics during the pre-test was poor. However, there was a highly significant difference between the scores before and after the intervention. There was also a significant difference between the control and experimental groups (t=-2.337, p=0.022), with the experimental group (M=19.18) scoring significantly higher than the control group (M=16.31). Based on the findings, it can be affirmed that implementing game-based learning strategies in mathematics instruction is highly effective, resulting in a notable enhancement of learners' academic performance compared to conventional teaching methods. Moreover, the results encourage teachers to revisit their instructional materials and integrate game-based learning materials aligned with specific learning objectives. Additionally, the study provides substantial evidence that game-based learning significantly enhances academic performance in mathematics compared to traditional instructional resources.

The impact of the double reduction policy on the academic achievements of Chinese secondary school students in mathematics: A case study of Yuncheng city, Shanxi province

This paper discusses China’s “double burden reduction” policy and its impact on student’s academic performance, especially in mathematics this subject. The discussion covers the background of the specific policy, the controversies in its implementation, and previous research on its impact. The study aimed to explore the effect of policy on student performance in mathematics—the methodology involved semi-structured interviews with 26 participants, mainly conducted in Yuncheng City, Shanxi Province. The research result shows the implementation of the double reduction policy, especially in reducing homework, has largely been well received whereas the policy has had little impact onstudents’academic performance in mathematics. The interaction of this provision with the double reduction policy and its specific impact awaits further observation and research.

Extent of Demonstration Method on Mathematics Teaching Approaches Among Senior High School Students of Mindanao State University–Sulu

The demonstration method is a vital teaching tool that helps students improve their procedural knowledge through observation, imitation, and technique adaptation in solving math problems. Employing this method with different approaches can enhance students' active learning, making it even more effective for mathematics teachers to address the issue of students' low academic performance in Mathematics. This study assessed the extent of the demonstration method on mathematics teaching approaches among senior high school students of Mindanao State University–Sulu. It employed a descriptive-correlational research design with 190 student respondents selected through a stratified random sampling method. The study reveals that, among the 190 student-respondents, mainly female and aged 17-18 in grade 11, with parents having a high school education, the demonstration method is viewed positively in math teaching. While the sample represents typical senior high school students, the lack of diversity in parental education may limit generalizability. Student perceptions vary by age and grade level, with older students preferring the teacher-centered approach, and grade 12 students showing overall positive views. The study highlights the consistent effectiveness of the demonstration method across teaching approaches, underscoring the importance of efficient implementation for student perceptions. The study recommends that school heads support teachers with resources, training, and feedback, monitor the method's effectiveness on student performance, and encourage the use of the demonstration method in mathematics teaching. Parents should be informed and involved in their children's learning, while students should actively engage in the demonstration method. Future research should explore the impact of parental education on student performance and investigate the effectiveness of the demonstration method in mathematics teaching.

Low Academic Performance in Mathematics amongst Learners with Visual Impairment; A Case of Two Colleges of Education in Zambia.

Low Academic Performance in Mathematics amongst Learners with Visual Impairment; A Case of Two Colleges of Education in Zambia.

Learners’ Scaffolding Techniques: Their Advantages in Learning Mathematics

This study aimed to examine the extent of advantages of the scaffolding techniques and how they relate to the academic performance of learners in Mathematics. The respondents of the study were the 312 randomly selected Grade 7 learners from a public secondary school in the Division of Negros Oriental during the academic year 2023- 2024. The study employed the descriptive-correlational research design and utilized a validated questionnaire. Statistical methods employed in this study encompassed percentage, mean, weighted mean, and Multiple Regression Analysis. The findings revealed that learners have “very high” perceptions on the advantages of scaffolding techniques in learning Mathematics in terms of one-on-one peer tutorial, group study, teacher demonstration, video tutorial, and self-directed learning. Moreover, the overall academic performance rating of the learners in Mathematics is at the “satisfactory” level. Furthermore, the learners’ perceived effectiveness of the following scaffolding techniques significantly predicts their academic performance in Mathematics: one-on-one peer tutorial, group study, teacher demonstration, and video tutorial. By embracing and enhancing scaffolding techniques, educators can not only elevate the learning experiences of students in Mathematics but also potentially extend these positive outcomes to other academic disciplines.

Impact of Teaching through Improvisation on Academic Performance in Mathematics among Students in Public Day Schools in Nyarugenge District

Impact of Teaching through Improvisation on Academic Performance in Mathematics among Students in Public Day Schools in Nyarugenge District

Improving Indonesian Language Learning Outcomes Through Quizizz Learning Media In Elementary Schools

The COVID-19 epidemic has significantly affected the education sector, resulting in a shift from traditional offline learning to online platforms. Quizizz is a media tool that teachers can utilize during online learning. The objective of this study is to ascertain whether the utilization of Quizizz as a learning medium has an impact on students' academic achievements. The research methodology employed is quantitative, utilizing a pre-experimental research design. The participants consisted of 26 fourth-grade kids. The data collection methods employed included the utilization of tests and questionnaires. The pre-test score yielded a mean result of 65.19, whereas the post-test score yielded a mean result of 88.08. Based on the research data analysis conducted using SPSS version 25, the results of the paired sample t-test indicate that the two-tailed significance value (sig) is 0.000, which is less than the significance level of 0.05. Therefore, we may conclude that the null hypothesis (H0) is rejected and the alternative hypothesis (H1) is accepted. The study findings suggest that the utilization of Quizizz as a learning tool has a significant impact on students' academic performance in mathematics when accessed online at SDN Gunggung Sumenep.

Factors influencing effective teaching and learning of mathematics: A case of selected secondary schools in Lusaka District, Zambia

Effective teaching in mathematics is crucial for students to develop a deep understanding of the subject, foster problem-solving skills, and cultivate a positive attitude toward math. While mathematics can be challenging for many students, a well-crafted teaching approach can make a significant difference in their learning experience. Hence, this study was carried out in Lusaka district and it aimed at investigating factors influencing effective teaching and learning of mathematics in secondary schools of Lusaka district in Zambia. The study was based on three major objectives: (i) to identify factors leading to poor learner academic performance in mathematics in selected secondary schools in Lusaka district, (ii) to establish challenges associated with the teaching and learning of mathematics in selected secondary schools in Lusaka district, and (iii) to suggest measures to promote effective teaching and learning of mathematics in selected secondary schools in Lusaka district. The study employed both qualitative and quantitative methods and a descriptive survey design that sampled head teachers, teachers, and pupils. Data was obtained from the respondents by means of interviews and questionnaires. Data were analyzed by the use of software; Statistical Package for Social Sciences (version 26) and Microsoft Excel (version 16). Frequency tables, graphs, figures, and pie charts were also used to analyze the data. The study established that improving teacher deployment, procurement of textbooks and acquiring of personal study materials by pupils, proper time management among pupils on studies, consistency in class attendance, constructing math labs well equipped with textbooks and relevant instruments, and improving on monitoring and inspection to ensure consistency among teachers were among key factors that would influence/ promote effective teaching and learning of mathematics in secondary schools. The study therefore called for greater attention from school administrators, parents, the government, and other relevant stakeholders to cooperate and find ways of addressing challenges that are associated with the teaching and learning of mathematics in a bid to improve learner academic performance in secondary schools.

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

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

Peer Groups, Success and Punishment as Correlates and Contributors to Pupils’ Academic Performance in Mathematics in Bamenda II Subdivision, Cameroon

The study set out to determine the relative contributions of peer groups, pupils’ success and punishment as motivating factors in mathematics classrooms on pupils’ academic performance in mathematics in Bamenda II Subdivision, Cameroon. Three specific objectives, three research questions and three hypotheses guided the study. The study adopted the descriptive survey and correlational research designs. One hundred and fifty (150) primary three pupils from two functional public primary schools in Bamenda II Subdivision constituted the population of the study. Using the Krejcie and Morgan table, and employing the stratified proportionate sampling technique, 108 pupils were selected to form the sample of the study. Data was collected using a questionnaire. The questionnaire was validated by experts and its reliability of 0.82 assured using the Cronbach Alpha. The data was analyzed using Pearson product moment correlation (r), the coefficient of determination (r2) to answer the research questions and the two tailed p-value for correlation to test the hypotheses at 0.05 level of significance. The findings of the study revealed that peer groups, pupils’ success and punishment in mathematics classrooms all contribute significantly to their academic performance in mathematics. It was therefore recommended that punishment should be carefully utilized by the classroom teachers in a bid to keep them focused on the subject both in and out of the classroom. Furthermore, teachers should always use very easy questions either during set induction or during the introduction of new mathematical concepts—questions within the reach of all pupils. This is because perceived success in mathematics by pupils has proven to be a good motivating factor to students’ in the subject. Lastly, group counseling should be done by both the school counselors and the classroom teachers, aimed at encouraging pupils to assist each other academically, especially in mathematics.

The Impact of Self-efficacy on Mathematics Academic Performance among Chinese High School Students

Mathematics is a vital subject in Chinese high school study. Many studies have indicated that high school students self-efficacy may have a great impact on students mathematics academic performance. Therefore, based on a summary of previous research, this paper will investigate how self-efficacy influences academic performance in mathematics learning and the score of Chinese high school students get. Meanwhile, it also explores the relationship between Chinese high school students evaluation of their confidence in learning mathematics and their true sense of self-efficacy. Data will be gathered for all of the studies using questionnaires, and descriptive analysis, correlation analysis, and regression analysis will all be used. Authors get the following findings from data analysis: firstly, students self-efficacy is positively correlated with their math grades, which means the more students believe that they can learn mathematics well, the higher their math grades will be. Secondly, males have a stronger sense of self-efficacy in learning mathematics than females. Finally, the respondents have a relatively accurate assessment of their confidence in learning mathematics.

Relationship between Academic Self-Concept and Academic Performance in Mathematics of Secondary School Students in Delta State, Nigeria

The study investigated the relationship between self-concept and the academic performance in mathematics of secondary school students in Delta State, Nigeria. Two research questions and two null hypotheses guided the study. A correlation design was adopted in the study. All 42,299 senior secondary two (SS2) mathematics students in the 2021/2022 session in the state made up the research population. A multistage sampling procedure was used to draw 1,650 of these students. The instrument utilized to gather data was the Academic Self-Concept Questionnaire (ASQ), which was validated by three experts. The instrument's dependability was determined using Cronbach’s Alpha, and the result was 0.68. The students’ performances in Mathematics for three terms in SS1 represent their performance scores in mathematics. The collected data were analyzed using Pearson product moment correlation and a t-test for correlation analysis. The results of the study showed a very low positive and no significant relationship between academic self-concept and the performance of secondary school students in mathematics. However, there was a significant difference in relation to mathematics performance between students with a positive self-concept and those with a negative self-concept in mathematics. In light of the results, it was recommended among other things, that mathematics teachers should make a deliberate effort to help students who possess negative self-concepts by conditioning, modeling, and changing their behaviors to perform better in mathematics.

Learning Mathematics from Examples and by Doing: Enhancing Learning Engagement and Self-efficacy

Purpose: Numerous empirical studies have confirmed that learning from examples and by doing (LFED) can improve learning efficiency; however, its impact on learning motivation is still unclear. Therefore, this study investigated the effects of LFED on students' mathematics learning performance, academic engagement and academic self-efficacy to explore its effect on Learning motivation. Methods: In a cluster randomized controlled trial, 119 seventh-grade students were randomly assigned to either a four-month LFED group (n=59) or a conventional group (n=60). The interventional group was taught by the LFED method, and the other received a traditional teaching method. Both groups were assessed before and after the intervention to measure academic performance in mathematics, learning engagement, and academic self-efficacy. Results: Repeated-measures ANOVA showed a significant group-by-time effect for academic self-efficacy and learning behavior dimension scores; there were no significant group-by-time effects for math academic performance, learning engagement scores, and related dimension scores. Paired-sample t-tests showed no significant change in self-efficacy scores in the LFED group but a significant decrease in self-efficacy and all related dimensions scores in the conventional group. There was no change in cognitive engagement dimension scores in the LFED group but a substantial decrease in the conventional group. Conclusion: As an adaptive learning method originating from artificial intelligence, LFED had an equal impact on math academic performance as traditional teaching methods. However, LFED was feasible and effective in enhancing students’ academic self-efficacy and cognitive learning engagement.

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.