School Mathematics Achievement Research Articles

Middle School Mathematics Achievement

Teacher professional development is often proposed as a means for improving students' achievement; however, few studies have been successful in empirically connecting teacher inservice interventions to their students' achievement gains, and especially in mathematics. The research presents results of a longitudinal study of an inservice teacher professional development that had as its primary purpose to improve middle school students' mathematics achievement. The study utilized a cross-school comparative research approach for the purpose of examining students' math achievement trajectories Hierarchical linear modeling was used for the study's data analyses. Results of the study revealed that the teacher professional development intervention had positive impacts on both the participating teachers and their middle school students. The participating students' achievement improved significantly for those whose teachers participated in the teacher professional development intervention.

Influence of Family Socio-Economic Status on Mathematics Achievement in Secondary School in Dessie Town in North-Central Ethiopia

Influence of Family Socio-Economic Status on Mathematics Achievement in Secondary School in Dessie Town in North-Central Ethiopia

The Effect of Students Self-Confidence on Mathematics Achievement in High School in Korea

This study looked into how students' self-confidence affected their performance in mathematics in South Korean high schools. This study employed an ex-post facto quantitative methodology with a correlational design on a sample size of 288 respondents selected using Yamane formulae. Students and math teachers from Daeyeon High School made up the sample size. To gather quantitative data, a mathematics achievement test and a confidence questionnaire in mathematics were employed. The null hypothesis, according to the Pearson product-moment correlation coefficient computation formula, is that there is no statistically significant correlation between students' self-confidence and mathematical achievement. The study discovered a statistically significant positive correlation (r=723, p=0.000) between math achievement and student confidence. Multiple linear regression analysis revealed that the independent variables in the model account for 70.8% of the variance in the dependent variable, indicating their critical role in high school mathematics achievement for students. Furthermore, it was concluded that there is a significant positive attitude towards students' mathematics achievement when it comes to their self-confidence. The study concluded that since student confidence is directly correlated with mathematical achievement, math teachers should help students solve mathematical problems in order to help them build self-confidence for better achievement

Transformative Pedagogy: Investigating the Impact of Online Jigsaw Model on Motivation and Academic Achievement in High School Mathematics

Several earlier research investigated the use of Jigsaw to improve the quality of the online mathematics teaching-learning process. However, few studies have used the Jigsaw approach to improve the quality of online mathematics education, particularly in terms of motivation and learning results. To address this research gap, the goal is to outline the process of integrating the Jigsaw model in online learning and to demonstrate the importance of enhancing student motivation during the learning process. This study used the classroom action research approach, which involved 36 students from a high school in Central Java Province, Indonesia. The results of this investigation indicate that the application of Jigsaw can be done online using numerous procedures indicated in this study. Furthermore, the results indicate a considerable improvement in motivation and learning outcomes. The findings of this study are expected to serve as a reference for teachers on how to implement the Jigsaw model online.

An Investigation of Teachers’ Perception on Parental Involvement in Teaching and Learning Mathematics

Parental involvement is the foundation stone of academic success. When parents interact with teachers and with their children to encourage mathematics learning, it builds a positive relationship that leads to better teaching and learning. Previous studies indicated that parental involvement affects learners' achievement. However, less is known about the effects of teacher perceptions of parental involvement on learners' mathematics achievement in primary school. The critical problem to be explored is teachers' perceptions toward parental involvement in learning mathematics. This paper investigates teachers' perceptions of parental involvement in teaching and learning mathematics. This study was guided by the following main question: What are teachers' perceptions of parental involvement in teaching and learning mathematics? The study used a qualitative exploratory case study design. Purposive convenience sampling is used to select research participants. Participants in the study are 18 Junior Primary teachers in Windhoek, Khomas Region-Namibia. Questionnaires and semi-structured interviews were administered to eighteen (18) teachers from selected schools located in Windhoek to explore teachers' perceptions of parental involvement in teaching and learning mathematics. The study's findings revealed that lack of parental support is one factor affecting the learners' achievement in mathematics, and the teachers need training on effectively involving the parents in learning mathematics. The anticipated contribution of the study is to motivate teachers and parents to collaborate in developing appropriate mathematical knowledge in children to understand mathematics concepts, to apply them in solving everyday problems and to encourage parents to support their children's mathematics learning, to equip parents with the necessary resources and skills for mathematics should we be faced with another disruption like the Covid-19 pandemic or exist in the future and for them to develop appropriate mathematical knowledge.

Strategies and Common Errors in Solving Basic Mathematics Problems among University of Cebu-Main Freshman BEED Students

This study identified the strategies employed and common errors committed by freshman BEED students in Solving Basic Mathematics problems. It emphasized the enhancement of the identified strategies through the implementation of a tutorial program. Identifying the common errors made by the respondents in the study will make students aware of their presence and prepare them for their exposure to such problem-solving situations. In effect, these identified errors will be minimized if not totally put to end. Three (3) strategies and common errors were revealed in the study. The three (3) strategies were identifying the target goal, identifying the key information, and drawing diagrams/tables. The three (3) common errors were being unable to derive and identify the correct working equation, being unable to label the final answer, and being unable to use the least common denominator in adding and subtracting fractions. To determine the relationship between the respondents' achievement in basic mathematics and their achievement in high school mathematics, attitude towards mathematics, and attitude towards the teacher, the Pearson r and the t–tests were computed. The results indicate a noteworthy correlation between students' performance in High School Mathematics and their achievement in Basic Mathematics. However, no significant relationships were observed among the remaining paired variables. In conclusion, a strong foundation in mathematics helps students strategize their solutions to worded problems well, thereby getting rid of errors along the way.

Influence of Teacher-Student Relationship on Student Mathematics Achievement in High School in the USA: Mediating Roles of Students Perceptions of Mathematics

The teachers-students’ interaction is at the center of teaching in the classroom and is a major factor in teaching quality and improving student achievement. The nature and quality of teacher-students’ interaction is the basis for understanding student engagement. This paper explored influence of teacher-student relationship on student mathematics achievement in high schools. This study used descriptive survey design. Simple random sampling technique was further applied to obtain 470 persons. The study sampled 216 respondents by using Yamane formula. The collected data was analyzed using descriptive statistics, correlation, and regression analysis through the statistical package for social science (SPSS) version 21. Research data were obtained through questionnaires and documentation. The data collected were analyzed using descriptive statistics and multiple regression. The results of the findings indicated that the teacher–student relationship was more correlated with student mathematics achievement in High school (r = 0.818; p= 0.000). Multiple linear regression analysis showed that teacher-student relationship contributed to 44.5% of variation on the performance, hence plays a vital role in student mathematics achievement in high school. Additionally, it was further inferred that teacher-student relationship positive attitudes toward student mathematics achievement. The study recommended that students in high school should build positive student-teacher relationship with their teachers by engaging actively in classroom activities, showing respect to the Mathematics teacher and also try as much as possible to communicate consistently with the Mathematics teacher. Besides, Mathematics teachers should be encouraged to improve on their personal relationship with their students for this will enhance the academic performance of the students.

Opening the black box: How professional learning communities, collective teacher efficacy, and cognitive activation affect students’ mathematics achievement in schools

This study examined the mediating roles of collective teacher efficacy and cognitive activation in the relationship between professional learning communities (PLCs) and students' mathematics achievement at the school level, using responses from both teachers and students. A total of 5458 teachers and 11,324 students from 227 junior high schools participated in this study. The results of multilevel structural equation modeling revealed that, at the school level, the association between PLCs and students' mathematics achievement was significantly mediated by collective teacher efficacy and teachers' adoption of cognitive activation in lessons. The theoretical and methodological implications of the research are discussed.

The Impact of Khan Academy Learning Platform on Mathematics Achievement in Primary School Fourth Grade Students

This study aims to examine the effect of the Khan Academy learning platform on students' achievement in mathematics lessons. In the study, the difference between the achievement levels of the experimental and control groups was tested using a pre-test post-test control group design. The study group consists of primary school fourth grade students attending the support and training course. The study was conducted with a total of 60 students. The students in the experimental group were provided with mathematics course contents via the Khan Academy learning platform, and teaching was carried out using these contents. The students in the control group were taught mathematics with the Education Information Network (EBA). Firstly, a pre-test was applied to both groups, and the achievement levels of the students were recorded. Then, the Khan Academy learning platform was introduced to the students in the experimental group, and this platform was used in mathematics lessons. The students in the control group were introduced to EBA, and this platform was used in mathematics lessons. After a certain period of time, the post-test was applied to both groups, and the achievement levels of the students were measured again. The difference between the achievement levels of the experimental and control groups was statistically analyzed using the data obtained. As a result of this analysis, it was concluded that the Khan Academy learning platform had a greater effect on students' achievement in mathematics.

The role of basic number processing in high mathematics achievement in primary school

While symbolic number processing is an important correlate for typical and low mathematics achievement, it remains to be determined whether children with high mathematics achievement also have excellent symbolic number processing abilities. We investigated this question in 64 children (aged 8 to 10), i.e., 32 children with persistent high achievement in mathematics (above the 90th percentile) and 32 average-achieving peers (between the 25th and 75th percentile). Children completed measures of symbolic number processing (comparison and order). We additionally investigated the roles of spatial visualization and working memory. High mathematics achievers were faster and more accurate in order processing compared to average achievers, but no differences were found in magnitude comparison. High mathematics achievers demonstrated better spatial visualization ability, while group differences in working memory were less clear. Spatial visualization ability was the only significant predictor of group membership. Our results therefore highlight the role of high spatial visualization ability in high mathematics achievement.

Longitudinal pathways of numerical abilities in preschool: Cognitive and environmental correlates and relation to primary school mathematics achievement.

Children start preschool with large individual differences in their early numerical abilities. Little is known about the importance of heterogeneous patterns that exist within these individual differences. A person-centered analytic approach might be helpful to unravel these patterns and the cognitive and environmental factors that are associated with them. We applied a person-centered approach to a 5-year longitudinal study (N = 410, 213 boys) conducted in Belgium from preschool to grade 3. Preschoolers (Mage = 58.14 months, SDage = 3.51) were selected to represent the full range of socioeconomic backgrounds. We examined via Latent Profile Analysis the heterogeneous patterns that exist in preschoolers' early numerical development using measures of counting, numeral identification, comparison, ordering, and arithmetic abilities. We investigated the association between the derived numerical ability pathways, general cognitive factors (working memory, language, spatial ability) and the home math environment. We also evaluated the relation of these early numerical ability pathways to later mathematics achievement in grade 1 and 3. Four longitudinal pathways emerged: a low (15%), below-average (28%), above-average (44%), and a high numerical ability pathway (13%). Differences between the four pathways were mostly quantitative. Most of the general cognitive factors contributed to pathway membership, whereas the home math environment and socioeconomic status (SES) did not. The pathways differed in mathematics achievement in grade 1 and 3, and most of these differences remained when the covariates were considered. The results highlight the heterogeneity that is already present in preschoolers' numerical abilities and their predictive value for subsequent mathematics achievement. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Contribution of Smart Class Platform on Grade Seven Students’ Achievement and Interest in Mathematics in Nyagatare District, Rwanda

This study desalt with contribution of Smart Class platform on grade seven students’ achievement and interest in mathematics, using the experimental research design. The target population was 8620 grade seven students from 92 public secondary schools of Nyagatare District in Rwanda. Two schools were purposively selected as they fulfilled conditions of having students who can use computer assisted technologies very well. From the two sampled schools, 174 grade seven students were selected to participate in the study whereby 87 constituted the control and 87 constituted the experimental group. During the intervention, the control group was taught using conventional approaches while the experimental group was taught using technology. Data was analyzed using paired sample t-test. The study established that the use of technology in teaching significantly enhanced the mathematics achievement and interest of grade seven pupils in the experimental group who were taught using technology during the intervention period. Therefore, the use of technology enhanced both the interest and the achievement in mathematics. Based on the conclusions, the study recommends that teachers should use technology along with conventional ways in teaching mathematics so as to enhance mathematics interest and achievement in Secondary Schools.

Traditional bullying and cyberbullying as main drivers of low mathematics achievement in South African schools: Evidence from TIMSS 2019

ABSTRACT South African children have a right to equitable education free from harm. Still, news of school bullying incidents continues to grab South African news headlines. Creating a safe environment conducive to learning is vital in learners’ mathematics achievement (MA). We investigated the association between bullying and Grade 9 MA in South African schools. We followed a quantitative design with a research paradigm of positivism and a secondary data analysis study design. We analysed TIMSS 2019 data and proposed a model containing 21 constructs; 20 independent variables (gender, socio-economic status (SES) and 18 variables about bullying) and one dependent variable (MA). The multi-level analysis showed refusing to talk to learners, insulting their families, making them do things they didn’t want to do, sending nasty, hurtful messages or embarrassing photos of them online, physically hurting them, saying mean things about their physical appearance, stealing from them, physical injury to other learners and SES are significant predictors of MA. Learners must be reminded that there are clear regulations in place to penalise bullies. Due to the exponential growth of e-Learning over the past two years as a result of COVID-19, we recommend the incorporation of cyber-safety and cyber-protection techniques into every learner-teacher training.

Adopting Activity Based Learning in Kenya: Emphasis on Achievement in Secondary School Mathematics

Adopting Activity Based Learning in Kenya: Emphasis on Achievement in Secondary School Mathematics

The Longitudinal Relationships among Teaching Methods, Subject Interest, and Academic Achievement in Middle School Mathematics

The Longitudinal Relationships among Teaching Methods, Subject Interest, and Academic Achievement in Middle School Mathematics

The Relationship Between the Type of Communication in the Family and the Success of Students in Mathematics in the Fifth Grade

Family communication with all its specificities has a significant impact on the functioning of its members. This means that the effects of family communication are woven into all segments of the life and work of the persons who make up the family community. Emphasizing the importance of family education, the aim of our research was to use empirical non-experimental research to examine the connection between the types of family communication and the success of students in mathematics in the fifth grade. 161 fifth-grade students from two Banja Luka schools and the same number of parents participated in the research. Statistical significance was determined between the final grade in mathematics and violent and nonviolent communication and between autocratic and democratic communication and the final grade in mathematics, as well as between violent and nonviolent communication and success on the knowledge test and school achievement in mathematics.

Supplemental Material for Longitudinal Pathways of Numerical Abilities in Preschool: Cognitive and Environmental Correlates and Relation to Primary School Mathematics Achievement

Supplemental Material for Longitudinal Pathways of Numerical Abilities in Preschool: Cognitive and Environmental Correlates and Relation to Primary School Mathematics Achievement

A Case Study of Factors That Affect Secondary School Mathematics Achievement: Teacher-Parent Support, Stress Levels, and Students’ Well-Being

Psychology is one of the numerous factors that influences students' mathematics achievement, but studies on the influence of psychology on student mathematics achievement are still limited. This study analyzes key factors affecting mathematics achievement through teacher-parent support, stress, and students' well-being in learning mathematics. Data was collected via online questionnaires. Participants of the study are 531 students studying at five secondary schools in Bandung, Indonesia. The data were analyzed using the structural equations modeling approach using SMART-PLS 3.0 software. The results showed that interest in learning was the most significant factor affecting students' mathematics achievement. Moreover, teachers have a more substantial effect than parents' support, which does not significantly reduce the students' stress levels. The academic and emotional support of teachers and parents reduces students' stress levels while increasing their feelings and interest in learning mathematics. This study provides essential results for school teachers and parents to improve students' mathematics achievement at the secondary school level.

Relations Between Elementary Mathematics Growth Trajectories and Middle School Mathematics Achievement: Moderating Effects of Student Perception of Teaching Styles

Relations Between Elementary Mathematics Growth Trajectories and Middle School Mathematics Achievement: Moderating Effects of Student Perception of Teaching Styles

Taking a Closer Look: The Relationship between Pre-School Domain General Cognition and School Mathematics Achievement When Controlling for Intelligence

Intelligence, as well as working memory and attention, affect the acquisition of mathematical competencies. This paper aimed to examine the influence of working memory and attention when taking different mathematical skills into account as a function of children’s intellectual ability. Overall, intelligence, working memory, attention and numerical skills were assessed twice in 1868 German pre-school children (t1, t2) and again at 2nd grade (t3). We defined three intellectual ability groups based on the results of intellectual assessment at t1 and t2. Group comparisons revealed significant differences between the three intellectual ability groups. Over time, children with low intellectual ability showed the lowest achievement in domain-general and numerical and mathematical skills compared to children of average intellectual ability. The highest achievement on the aforementioned variables was found for children of high intellectual ability. Additionally, path modelling revealed that, depending on the intellectual ability, different models of varying complexity could be generated. These models differed with regard to the relevance of the predictors (t2) and the future mathematical skills (t3). Causes and conclusions of these findings are discussed.