Mathematics Exam Research Articles

Different predictors of high school students' mathematics achievement

AbstractThis study examined the relationships between factors contributing to high school students’ mathematics achievement. Three hundred fourteen high school students participated in the study. We collected the data through the “Self‐Efficacy Scale for Mathematics Literacy,” “Bidimensional Mathematics Anxiety Scale,” “Mathematics Self‐Efficacy Scale,” “Attitudes Towards Mathematics Scale Short Form,” and mathematics exams. For this purpose, we proposed a theoretical model and tested the assumptions based on the model with path analysis. The results showed a positive and significant relationship between mathematical literacy self‐efficacy with mathematics self‐efficacy perception and attitudes towards mathematics. In addition, mathematics self‐efficacy perception had a positive and significant relationship with attitudes towards mathematics and a negative and significant relationship with mathematics anxiety. Also, attitudes towards mathematics had a positive and significant relationship with mathematics achievement, and mathematics anxiety had a negative and significant relationship with mathematics achievement. For every individual to use mathematics to meet basic life skills, all stakeholders of education, especially teachers, need to understand its importance, resources and how they can empower individuals in this aim. The relationships revealed in this study will serve the development of this understanding.

An analysis of calculus application questions in grade 12 mathematics exams in South Africa

This study employed a quantitative survey methodology to analyze the 2021-2023 grade 12 calculus application exam questions in the context of South Africa. A total of 11 grade 12 teachers and 220 grade 12 students participated in the study. Analysis of the survey data and students’ test results points to the view that examiners sometimes misjudge the level of difficulty of the exam questions and include questions that are very difficult, which fail to discriminate between strong and weak candidates. It was noticed that calculus applications questions that most students could not correctly answer included multiple mathematical skills that were compacted in a short statement. This paper recommends that mathematics examiners should continuously reflect on their own work and find ways to improve their skills in setting future exam papers. The inclusion of item difficulty and item discrimination indices in post-exam analysis of results could be part of the examiners’ reflective practice. Feedback from the grade 12 mathematics teachers on the standard of each exam question is just as important to the examiners as the examiners’ reports are to the teachers.

A Study of Estonian High School Students' views on Learning Mathematics and the Integration of Digital Tools in Distance Learning

The COVID-19 pandemic has transformed the education landscape, with distance learning and digital tools becoming increasingly essential. This shift has presented both opportunities and challenges for educators and students. We examine the intersection between distance learning and digital tools in modern education, focusing on Estonian high school students' views on learning mathematics during the pandemic compared to the pre-pandemic period, and compare learning in classroom situations to distance learning. In 2021, we conducted online interviews with 30 12th-grade students who had participated in the online course offered by the university to prepare for the state mathematics exam. Given that the Estonian education system provides significant autonomy to teachers in selecting their teaching materials and methods, we explore the benefits and challenges of distance learning and the use of digital tools such as online platforms, video conferencing software, and educational apps to support student learning. The study found that teachers did not increase their use of specific ICT tools for teaching mathematics, but instead, relied on established teaching methodologies. Furthermore, the survey showed that learners expect an online course to be rich in video material and real-time meetings, so that they can get prompt feedback on questions and problems that arise. While digital tools have opened up new possibilities for distance learning, there must be a balance between technological innovation and human connection to create effective and meaningful learning experiences.

New Technique of Mathematics Exams Based on Java and Dart

New Technique of Mathematics Exams Based on Java and Dart

EFFECT OF SCHOOL FEEDING PROGRAMME PRACTICES ON STUDENTS ACADEMIC PERFORMANCE IN MATHEMATICS SUBJECT IN PUBLIC PRIMARY SCHOOLS IN RWANDA

The purpose of this study is to evaluate how school feeding programs impact academic performance in mathematics among students in public primary schools within Nyanza District. Its objectives were twofold: firstly, to assess the effectiveness of these feeding programs secondly, to determine the relationship between the feeding program and students academic achievements. The research employed a descriptive research design, utilizing both questionnaires and interviews to gather data. A sample size of 173 participants was determined using the Yamane formula, consisting of 155 teachers and 18 head teachers selected via simple random sampling and purposeful selection methods. Data collection involved administering teacher surveys and conducting interviews with head teachers. The gathered quantitative data were analyzed using IBM/SPSS, focusing on percentages and correlation coefficients. Key findings indicated mixed perceptions among respondents regarding the adequacy of food and cleanliness of water provided by the feeding programs. Approximately half of the respondents believed their students performed well in national mathematics exams and learned effectively after lunch, while a majority felt that learners were motivated during teaching activities. The study found a moderate positive correlation (coefficient of determination = 0.809) between aspects of the school feeding program and students academic performance in mathematics. Limitations of the study included potential biases in self-reported data and the narrow geographical focus on Nyanza District, limiting generalizability to other regions. Implications suggest that improving the quality and consistency of school feeding programs could positively influence academic outcomes in mathematics.

Teaching and learning high-school mathematics via WhatsApp: teachers’ perspectives

AbstractWe investigated teachers’ perspectives about what opportunities for learning and teaching could be created using WhatsApp as a social network to help students prepare for the final secondary-school Bagrut (matriculation) exam in mathematics. Launched by the Ministry of Education and the Center for Educational Technology three months before the Bagrut examination, the “WhatsApp Bagroup” project was initiated to serve as an additional environment for learning mathematics. The formation of these WhatsApp groups was meant to provide an online review project during which teachers integrated blended learning, and students presented problems with which they were having difficulties. During this initiative, we applied a quantitative and qualitative research model to analyze the teachers’ points of view about what learning and teaching opportunities were created. The study used a mixed method, sequential explanatory procedure to acquire a complete understanding of the factors that constitute teachers’ perceptions of learning and teaching via the Bagroup project. Quantitative and qualitative data were collected using three tools: a questionnaire with Likert-type statements and open questions, informal semi-structured interviews, and observations of four Bagroup study groups conducted during the three-month period. Factor analysis revealed three categories regarding the Bagroup environment: factors that contribute to learner’s emotional needs, factors that promote learning, and factors that inhibit learning. The findings may have implications for distance and remote learning and teaching opportunities.

LEARNING MOTIVATION AND LEARNING ENVIRONMENT ON MATHEMATICS LEARNING ACHIEVEMENT OF FIFTH GRADE ELEMENTARY SCHOOL STUDENTS

The purposes of this research are: (1) the influence of learning motivation on mathematics learning achievement of fifth grade students of Advent 1 Tikala Manado Elementary School. (2) the influence of learning environment on mathematics learning achievement of fifth grade students of Advent 1 Tikala Manado Elementary School. (3) the influence of learning motivation and learning environment on the mathematics learning achievement of fifth grade students of Advent 1 Tikala Manado Elementary School. This type of research is causal associative research with survey research method. The population in this research were fifth grade students of Advent 1 Tikala Manado Elementary School, totaling 42 students. The sampling technique is the total sampling technique, because the population is less than 100 people so that the entire population is sampled. Methods in data collection (1) using a questionnaire. (2) using the value of the results of the midterm exam in mathematics. Data analysis techniques used are descriptive statistics, normality test, linearity test, hypothesis testing (partial test or t test and simultaneous test or F test). The research findings show that 1) There is a positive influence of Learning Motivation on Mathematics Learning Achievement, 2) There is a positive influence of Learning Environment on Mathematics Learning Achievement. 3) There is an influence of Learning Motivation and Learning Environment together on Mathematics Learning Achievement of fifth grade students of Advent 1 Tikala Manado Elementary School. KEYWORDS : Learning Motivation, Learning Environment, Mathematics Learning Outcomes

Standardized school-leaving exam in mathematics: manifold effects on teaching, teacher cooperation and satisfaction

The recent implementation of a standardized school-leaving exam (SSLE) in Austria enables research on the effects of this educational policy decision on mathematics teaching (use of tasks and digital tools) and on mathematics teachers (attitudes, cooperation, satisfaction and self-concept). An interview study with 10 teachers, each of whom prepared students several times for the traditional, individually designed as well as for the new, standardized school-leaving exam, reveals a multi-faceted picture. In particular, it shows that the SSLE as a steering instrument has great influence on the use of tasks in the classroom and has been able to advance the digitization of mathematics teaching within a short period of time. Cooperation among the teachers in the respective schools has clearly increased as a result of the SSLE, even though this is not perceived as unreservedly positive. Interestingly, the interviews did not reveal any evidence of harmful competition between teachers in a school regarding the performance of their students in the SSLE. While the study shows that teachers are basically positive about reforms and are willing to implement them, they also want changes to be well prepared, argued and communicated in time.

An artificial intelligence application in mathematics education: Evaluating ChatGPT’s academic achievement in a mathematics exam

The aim of the research is to investigate the academic achievement of ChatGPT, an artificial intelligence based chatbot, in a national mathematics exam. For this purpose, 3.5 and 4 versions of ChatGPT were asked mathematics questions in a national exam. The method of the research is a case study. In the research, 3.5 and 4 versions of ChatGPT were used as data collection tools. The answers given by both versions of ChatGPT were analyzed separately by three researchers. As a result of the analysis of the data, it was found that ChatGPT-4 was more successful in the exam compared to ChatGPT-3,5 version, was better at understanding the questions asked, understood the instructions better and included more details in the question solution, and at the same time, both versions made common and different mistakes. According to the findings of the study, it was concluded that ChatGPT sometimes worked very well, sometimes only worked well and sometimes failed. In the light of the findings of the study, it can be suggested to use ChatGPT versions in mathematics education to obtain basic information and to get supervised help.

Educational Data Mining: Multiple Choice Question Classification in Vocational School

Data mining on student learning outcomes in the education sector can overcome this problem. This research aimed to provide a solution for selecting quality multiple choice questions (MCQ) using the results of students’ mid-semester exams in vocational high schools using a Data Mining approach. The research method used was the Cross-Industry Standard Process for Machine Learning (CRISP-ML) model. Steps to assess the accuracy of analyzing the difficulty level of questions based on student profile data and midterm test results. The data used in this research were the findings of basic computer tests on mid-term exams in mathematics disciplines at vocational high schools. This research used several classification algorithms, including SVM, Naive Bayes, Random Forest, Decision Three, Linear Regression, and KNN. The results of evaluating the classification

ITEM ANALYSIS OF HIGH SCHOOL SPECIALIZATION MATHEMATICS EXAM QUESTIONS WITH ITEM RESPONSE THEORY APPROACH

Analysis of item characteristics on test instruments is carried out to determine high-quality items. This study aims to describe the parameters of specialized high school mathematics test items using the IRT approach. It is an exploratory descriptive study employing a quantitative approach. The research subjects were 36 students of grade XI high school who took the specialization mathematics subject. Response data with dichotomous scoring were analyzed using the IRT approach with the R program to obtain information about item parameters and student ability. The results of the model fit test showed that most of the specialization mathematics exam items fit the Rasch model. The results showed that all items met the criteria of good quality because they had good difficulty parameters. Relatively, the test items were suitable for students with abilities between -2.6 and 2.8 logits. This estimation is also supported by the TIF with a maximum value of 3.049 at 0.08 logit ability and SEM of 0.541. Test items that have been proven to be of high quality can be used as examples in both teaching and diagnostic assessments. Further research could consider the discrimination parameter when analyzing the characteristics of the questions.

Checkbox grading of handwritten mathematics exams with multiple assessors: how do students react to the resulting atomic feedback? A mixed-method study

Handwritten tasks are better suited than digital ones to assess higher-order mathematics skills, as students can express themselves more freely. However, maintaining reliability and providing feedback can be challenging when assessing high-stakes, handwritten mathematics exams involving multiple assessors. This paper discusses a new semi-automated grading approach called ‘checkbox grading’. Checkbox grading gives each assessor a list of checkboxes consisting of feedback items for each task. The assessor then ticks those feedback items which apply to the student’s solution. Dependencies between the checkboxes can be set to ensure all assessors take the same route on the grading scheme. The system then automatically calculates the grade and provides atomic feedback to the student, giving a detailed insight into what went wrong and how the grade was obtained. Atomic feedback consists of a set of format requirements for mathematical feedback items, which has been shown to increase feedback’s reusability. Checkbox grading was tested during the final high school mathematics exam (grade 12) organised by the Flemish Exam Commission, with 60 students and 10 assessors. This paper focuses on students’ perceptions of the received checkbox grading feedback and how easily they interpreted it. After the exam was graded, all students were sent an online questionnaire, including their personalised exam feedback. The questionnaire was filled in by 36 students, and 4 of them participated in semi-structured interviews. Findings suggest that students could interpret the feedback from checkbox grading well, with no correlation between students’ exam scores and feedback understanding. Therefore, we suggest that checkbox grading is an effective way to provide feedback, also for students with shaky subject matter knowledge.

Diversity in Norwegian mathematics examinations, 1962–2020

ABSTRACT Increasingly, mathematics educators see the importance of representation of diversity in pedagogical texts. The number of identity markers often considered has increased over the previous half century, and now includes, for instance, gender, class, ethnicity, religion, functionality, and sexual orientation. We investigate representation of different identity markers in Norwegian mathematics exams in compulsory school (Grunnskolen) during the period 1962–2020. Through a quantitative content analysis of 1514 exam tasks, we gain a detailed picture of change over time. Representation in Norwegian examination tasks has improved gradually over the past half century. While representation of girls approached 50% in the 1980s, people with non-stereotypical Scandinavian names or appearances (non-white) were in the single digits until the 2000s. However, it appears that inclusion has been selective, and that some groups are still invisible. There are no clear examples of homosexuality and only two of explicitly disabled people in our material.

Spatial visualization skills present in items of the Brazilian high school national exam

This article aims to analyze, categorize, and quantify the Brazilian high school national exam (ENEM) questions that require spatial visualization skills (SVS) for their resolution. This is a documentary research with a qualitative-quantitative approach whose corpus of analysis is ENEM exams carried out from 2009 to 2022, in the subject of mathematics and its technologies. There are four main results of this research: (1) spatial geometry (SG) questions that require SVS for their resolution (39.7%) are proportionally more frequent in ENEM than in four most used textbooks in Brazil (<20.0%), (2) some categories of SVS are much more frequent than others in ENEM questions, (3) the proportion of geometry questions in ENEM mathematics exam (23.0%) is considerably higher than the corresponding proportion of geometry-related skills in ENEM skills framework (13.0%), and (4) approximately half of ENEM geometry questions address SG.

Enhancing Students' Preparation for Math Exams using the Advanced Features of the Halomda Platform

This paper highlights the new enhancements of the Halomda platform designed to improve students' learning and exam preparation. The new features include a Graph Plotter, Algebraic Calculator and Context ChatGPT Recommended Key Guidelines. The use of these features is demonstrated though a working example of solving a double integral, illustrating how students' self-preparation for mathematics exams is supported by interactive context feedback. In addition, the system's ability to check intermediate steps of a solution, complemented by graphing, comparison of algebraic equivalence of algebraic operations, and guided AI bot assistance, contributes to an enriched learning experience and improved self-assessment for students. In case of insufficient understanding of the solution, the AI chat can be consulted for further clarification. Since the solution in the "Help" mode is developed by the teacher who prepared the test paper, in case of misunderstanding, the student can turn to external sources, and the fastest way is the AI chat.

Analysis of mathematics exam practice questions for 6th grade elementary students

Students possess varying abilities in problem-solving, ranging from adeptness to struggles or even inability. This study employs a descriptive content analysis design to scrutinize official documents containing practice exam questions. Data collection involved documentation study, with subsequent analysis utilizing validated assessment sheets and rubrics endorsed by experts. The descriptive method facilitated the analysis and interpretation of data meaning, while quantitative analysis processed research data. The study focused on mathematics exam practice scores, revealing several problematic questions. Out of 25 questions, 11 were deemed acceptable, 8 required correction, and 6 were rejected, necessitating replacement. Questions requiring correction or replacement exhibited a low question discriminating power index, failing to effectively gauge students' proficiency in practice exams. Moreover, the majority of practice test questions posed considerable difficulty for students. Out of the 25 questions, students encountered 1 very difficult, 10 difficult, 10 moderates, and only 4 easy questions, which they struggled to solve adequately. Consequently, the findings underscore the importance of revising practice exam questions to ensure they accurately assess students' abilities and cater to a diverse range of skill levels.

Mental Comparison of Students Learning Abacus-Arithmetic and Not Learning Abacus-Arithmetic on Mathematics Material

Students' mental mastery in elementary school mathematics lessons in Indonesia is weak, slow, inaccurate, and declining. Mastery problems among elementary school students who have studied mental abacus arithmetic were found to be low. This is an urgent matter to research because there is a gap between theory, expectations, and reality. The purpose of this research was to compare the ability to solve mathematical problems between students who studied abacus mental arithmetic and students who did not study abacus mental arithmetic. This research involved 70 students. Data collection techniques using instruments, the instruments used were the first-semester mathematics exam and mental arithmetic exam. Data analysis techniques using SPSS Version 25.0 statistics, namely the t-test, were used to compare the ability to solve mathematical problems between students who studied mental abacus-arithmetic and students who did not study mental abacus-arithmetic. Pearson correlation was used to determine the relationship between students' mental arithmetic learning achievement and their ability to solve mathematical problems. The results of the research showed that there was a significant difference (p<0.05) in learning achievement on symbolic mathematics questions and mental arithmetic achievement between students who studied mental abacus calculation and students who did not study mental abacus calculation. The minimum score of the group that studied mental abacus calculation was higher compared to the group that did not study mental abacus calculation. However, there was no significant difference (p<0.05) in mathematics learning achievement between students who studied mental abacus-arithmetic and students who did not study mental abacus-arithmetic.

Avaliação de impacto do programa Cartão Mais Infância Ceará sobre a performance escolar

Abstract The primary objective of this paper is to evaluate the impact of the Cartão Mais Infância Ceará (CMIC) program on students’ school performance in the Portuguese and Mathematics exams of the Permanent Assessment System for Basic Education in Ceará (SPAECE). The analysis focuses on students from families benefiting from the program between the years 2018 and 2019. The method employed is the difference-in-differences model, coupled with the propensity score approach following the design proposed by Blundell and Dias (2009), which is suitable for repeated cross-sections data structures. The findings reveal that being part of a CMIC family is, on average, associated with a performance improvement of approximately 11.63% and 11.52% in the SPAECE Portuguese and Mathematics exams, respectively, compared to students from non-participating families.

Exploring How Three Psychological Factors: Attitude, Interest and Readiness has Affected Students’ Performance in Caribbean Secondary Education Certificate (CSEC) Examination in Mathematics

Academic performance of students is usually dependent on the individual intellectual and cognitive ability. However, several students face issues with leaning performance, mainly in mathematics. This study examines the effects of three psychological variables—readiness, interest, and attitude—on students' performance on the mathematics portion of the Caribbean Secondary Education Certificate (CSEC) Exam. These elements need to be carefully considered because they have a big impact on how well pupils succeed in school. The complex characteristic of attitude, which is impacted by both heredity and experiences, shapes students' attitudes towards mathematics. Interest, which is described as a genuine love of the subject, influences learning outcomes through influencing students' engagement, motivation, and readiness, which comprises preparedness and personal qualities, affects students' ability to comprehend and apply mathematical concepts. The research proposes a conceptual framework that explains how these psychological factors impact performance on the CSEC Mathematics Examination. On the other side, enthusiastic attitudes and interest promote a supportive learning environment. Furthermore, traits like mentality and self-discipline affect pupils' preparation. The attitudes, interests, and readiness of students are also influenced by the teachers' methods of instruction, the dynamics in the classroom, and the subjects covered in the lessons. In conclusion, psychological factors have a big impact on how well students do on the CSEC Mathematics Exam. Teachers and governments can improve students' learning experiences and outcomes in mathematics education by recognizing the interplay of attitudes, interest, and preparation. Keywords: Attitude, Interest, Readiness.

Measurement of Learning Outcomes in Mathematics in Relation to Choosing a Role Model

The article presents a study which involved the selection of an authority figure by students of the last grades of secondary schools, carried out in May 2022. The main goal was to investigate the relationship between the selection of an authority figure and the achievement of learning outcomes in mathematics at the 4th level of the Polish Qualifications Framework. The literature was reviewed with regard to students’ school achievements and authority. A comparative analysis of the choice of authority in the context of school assessment and the result of an online mock exam in mathematics was carried out. The goal was achieved by presenting research problems concerning the choice of authority and its relationship with the achievement of learning outcomes in mathematics. Final conclusions were then formulated.